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# Higley Unified School District

## 6th Grade Science - Q1

INSTRUCTIONAL ALIGNMENT
AZ Department of Education
Priority/Supporting Standards

Vocabulary

## Scientific Method & Measurement

3.5 weeks (And spread throughout each topic)

Strand

Concept

Performance Objective

## Big Ideas: 1. Formulate a hypothesis based on observations

2. Design, and conduct, a controlled investigation
3. Be able to recognize the independent and dependant variables of a controlled investigation
4. Be able to display data collected from a controlled investigation in the most optimum format.
5. Evaluate data collected by others, and formulate conclusions based on the data
6. Evaluate graphs created by others, and formulate conclusions
7. Formulate new questions based on the results of a completed investigation
8. Understand the basics of the metric system

1 prediction.

Rev. 03/11/2016

## Essential Questions: 1. What are the steps of the scientific method?

2. What is the difference between a hypothesis and a prediction?
3. What is the difference between qualitative and quantitative?
4. What is the difference between an independent and dependant variable?
5. What is the difference between a controlled variable and a control group?
6. When is the appropriate time to use a line graph?
7. When is the appropriate time to use a bar graph?
8. What is the difference between a bar graph and a histogram?
9. What is the difference between a general theory and a scientific theory?
10. What is the metric system?
11. What are the SI units of the metric system?

## Locate research information, not limited to a single

1. Scientific method
2. Observation
3. Qualitative
4. Quantitative
5. Problem
6. Prediction (Will)
7. Hypothesis (If, Then)
8. Resource
9. Variable
10. Independent variable
11. Dependant variable
12. Controlled variables
13. Control group
14. Experiment
15. Data table

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5. Problem
6. Prediction (Will)
7. Hypothesis (If, Then)
Grade Science
Higley Unified School District
8.6th
Resource
INSTRUCTIONAL ALIGNMENT
9. Variable
10. Independent variable
Demonstrate safe behavior and appropriate procedures
11. Dependant variable
(e.g., use and care of technology, materials, organisms)
12. Controlled variables
in all science inquiry.
13. Control group
Design an investigation to test individual variables
14. Experiment
using scientific processes.
15. Data table
Conduct a controlled investigation using scientific
16. Data trends
processes.
17. Line graph
18. Bar graph
Perform measurements using appropriate scientific tools
19. Double bar graph
(e.g., balances, microscopes, probes, micrometers).
20. Stem and leaf plot
21. Histogram
Keep a record of observations, notes, sketches,
questions, and ideas using tools such as written and/or
computer logs.
Analyze data obtained in a scientific investigation
to identify trends.

4 others.

## Interpret simple tables and graphs produced by

Analyze the results from previous and/or similar
investigation.
Formulate new questions based on the results of a
completed investigation.

## Choose an appropriate graphic representation for

collected data:
line graph
double bar graph
stem and leaf plot
histogram

Rev. 03/11/2016

- Q1

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## 6th Grade Science - Q1

INSTRUCTIONAL ALIGNMENT
Communicate the results of an investigation with

## 2 as new information and/or technology challenges

information.
Create a list of instructions that others can follow
in carrying out a procedure (without the use of
personal pronouns).
Communicate the results and conclusion of the
investigation.
Describe how science is an ongoing process that changes
Describe how scientific knowledge is subject to change
prevailing theories.

## Apply the following scientific processes to other

problem solving or decision making situations:
observing
questioning
communicating
comparing
measuring
classifying predicting
organizing data
inferring
generating hypotheses
identifying variables
Bold = Priority Standard

## Bold = Priority vocabulary

Regular = Supporting vocabulary that supports the priority s
Italics = Supporting vocabulary that should be taught if time
but will not be tested on

AZ Department of Education
Priority/Supporting Standards

Vocabulary

Plants

Con

St

Performan

Rev. 03/11/2016

Page 3 of 16

## 6th Grade Science - Q1

INSTRUCTIONAL ALIGNMENT

Strand

Concept

Performance Objective

3 weeks

Rev. 03/11/2016

## Big Ideas: 1. The function of the stomata

2. The effects of transpiration
3. How plants are able to absorb the necessary nutrients to survive
4. How plants respond to external stimuli
Essential Questions: 1. What is the function of the stomata?
2. What is the purpose of transpiration?
3. What are the results of tropisms?
4. What are the difference between positive and negative tropisms?
5. What is the function of the xylem?
6. What is the function of the phloem?
7. In what way is water important to plants?

## PO 6. Relate the following structures of living

organisms to their functions:
Plants
transpiration stomata, roots, xylem, phloem
absorption roots, xylem, phloem
response to stimulus (phototropism,
hydrotropism, geotropism) roots, xylem, phloem

1. Vascular plant
2. Seed plant
3. Seed coat
4. Cotyledon
5. Sporophyte
6. Spore
7. Gymnosperm
8. Conifer
9. Cycad
10. Ginkgo
11. Gnetophyte
12. Angiosperm
13. Fruits
14. Monocot
15. Dicot
16. Vascular tissue
17. Xylem
18. Water
19. Minerals
20. Phloem
21. Food
22. Roots
23. Root cap
24. Taproot systems
25. Fibrous root systems
26. Shoots
27. Stems
28. Woody stems
29. Trunk
30. Growth ring

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## Higley Unified School District

INSTRUCTIONAL ALIGNMENT

## Bold = Priority Standard

AZ Department of Education
Priority/Supporting Standards
Performance Objective

Concept

Strand
Rev. 03/11/2016

20. Phloem
21. Food
22. Roots
6th
Science
23.
RootGrade
cap
24. Taproot systems
25. Fibrous root systems
26. Shoots
27. Stems
28. Woody stems
29. Trunk
30. Growth ring
31. Branches
32. Leaves
33. Chloroplasts
34. Cuticle
35. Upper epidermis
36. Palisade layer
37. Spongy layer

- Q1

## Bold = Priority vocabulary

Regular = Supporting vocabulary that supports the priority s
Italics = Supporting vocabulary that should be taught if time
but will not be tested on

Vocabulary

Skeletal/Muscular system
3.5 weeks (1 week to be finished in 2Q)
Big Ideas: 1. How the skeletal system and muscular system work together to allow for locomotion
2. The function of bones in the body
3. The function of muscles in the body
4. The role of water in regards to the skeletal system and muscular system

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Rev. 03/11/2016

rmance Objective

Concept

Strand
4

## Higley Unified School District

INSTRUCTIONAL ALIGNMENT

## Essential Questions: 1. What are the numerous functions of bones?

2. How do the skeletal and muscular systems work together to allow movement?
3. How do the skeletal and muscular systems work together to provide structure and support to the body?
4. How are the skeletal system and muscular system dependant on one another?
5. What is the role of water in regards to lubrication of joints?

## Relate the following structures of living organisms

to their functions:
Animals
respiration gills, lungs
digestion stomach, intestines
circulation heart, veins, arteries, capillaries
locomotion muscles, skeleton
Describe how the various systems of living
organisms work together to perform a vital
function:
respiratory and circulatory
muscular and skeletal
digestive and excretory

1. Skeletal system
2. Bones
3. Connective tissue
4. Minerals
5. Osteoblasts
6. Compact bone
7. Spongy bone
8. Red marrow
9. Yellow marrow
10. Skull
11. Clavicle
12. Sternum
13. Ribs
14. Humerus
15. Ulna
16. Radius
17. Vertebral column
18. Cervical vertebrae
19. Thoracic vertebrae
20. Lumbar vertebrae
21. Pelvic girdle
22. Femur
23. Patella
24. Tibia
25. Fibula
26. Joint
27. Gliding joint
28. Ball-and-socket joint

Page 6 of 16

## 6th Grade Science - Q1

INSTRUCTIONAL ALIGNMENT
Bold = Priority Standard

Standard

Cluster

Grade

## Common Core Standards

Follow precisely a multistep procedure when carrying out
experiments, taking measurements, or performing technical
tasks.

Rev. 03/11/2016

## Students follow a written lab protocol or sequence of steps to accom

attention to accuracy and precision when taking measurements.

Examples:
Follow written instructions for conducting scratch tests to determine
to classify rocks by their physical properties. SC07-S6C1-01, SC07
Follow written instructions for using pH paper to determine whethe
demonstrating proper procedures and safety precautions. SC08-S5C

## Determine the meaning of symbols, key terms, and other

domain-specific words and phrases as they are used in a specific
scientific or technical context relevant to grades 68 texts and
topics.

## Bold = Priority vocabulary

Regular = Supporting vocabulary that supports the priority s
Italics = Supporting vocabulary that should be taught if time
but will not be tested on

## Students determine the meaning of words and phrases as they read

lab materials, and other print or electronic sources of information. Th
clues, linguistic roots and affixes, restatement, examples, contrast, g
of words and phrases in the text. This standard specifically addresse
and interpreting symbols in equations or in diagrams and flow charts

Examples:
Read about food chains and food webs, then identify the linguistic
the meanings of terms related to trophic levels, such as carnivore, h
heterotrophy. SC07-S4C3-01
Determine the meaning of the direction of the arrows in the food ch
rock cycle diagrams (SC07-S6C2-01), or water cycle diagrams. SC0
Determine the meaning of variables in mathematical equations, su
meaning of symbols in the Periodic Table of Elements. SC08-S5C1-

Page 7 of 16

## 6th Grade Science - Q1

INSTRUCTIONAL ALIGNMENT

Integrate quantitative or technical information expressed in words Students will use words in a text and information expressed visually
in a text with a version of that information expressed visually
topic. Sources of text could include textbooks, magazine or newspap
(e.g., in a flowchart, diagram, model, graph, or table).
information or safety sheets.

Examples:
Integrate written descriptions in a textbook with visual images of th
or water cycle. SC06-S6C2-01
Integrate written descriptions of cell structures to a labeled model o
02)
Integrate written descriptions of weather systems on a website with
weather data. SC06-S6C2-05
Integrate written descriptions in a lab journal of measured moveme
SC08-S5C2-05

## Conduct short research projects to answer a question (including

a self-generated question), drawing on several sources and
generating additional related, focused questions that allow for
multiple avenues of exploration.

Examples:
Generate questions about the migration behavior of hummingbirds
paths, time of year, duration) and then test the question experimenta
SC08-S4C4-05
Following the study of plate boundary movements, formulate a que
landform formed and conduct research using a variety of print and d
answers the question; support that claim with evidence gathered du

## Draw evidence from informational texts to support analysis

reflection, and research.

Rev. 03/11/2016

## Students conduct short (1-2 lab periods) research projects or experi

a question or solve a problem. Students answer questions - includin
through research (online, library, laboratory investigations), to solve
information from multiple sources to construct their claims, evidence

## Students use evidence from informational texts (e.g., research pape

textbooks) to support their claims, analyses, reflections, and/or rese

Example:
Following a lab aligned to the grade level Science Standard, make
supporting evidence or scientific principles that support the claim. Th
teacher provided or student researched.

Page 8 of 16

## 6th Grade Science - Q1

INSTRUCTIONAL ALIGNMENT
Vocabulary

Tasks

## Scientific Method & Measurement

weeks (And spread throughout each topic)

sed on observations
stigation
and dependant variables of a controlled investigation
a controlled investigation in the most optimum format.
d formulate conclusions based on the data
d formulate conclusions
e results of a completed investigation
ystem

## teps of the scientific method?

othesis and a prediction?
ative and quantitative?
ependent and dependant variable?
rolled variable and a control group?
line graph?
bar graph?
graph and a histogram?
neral theory and a scientific theory?

ystem?

Rev. 03/11/2016

22. Inference
23. Analysis
24. Sample size
25. Trials
26. Bias
27. Conclusion
28. Theory
29. Metric system
30. SI units
31. Prefix
32. Suffix
33. Meter
34. Gram
35. Mass
36. Temperature

Resources

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26. Bias
27. Conclusion
28. Theory
Higley
Unified
29. Metric
system School District
INSTRUCTIONAL
ALIGNMENT
30.
SI units
31. Prefix
32. Suffix
33. Meter
34. Gram
35. Mass
36. Temperature
37. Celsius (Centigrade)
38. Fahrenheit
39. Volume
40. Meniscus
41. Liter

Rev. 03/11/2016

Page 10 of 16

## 6th Grade Science - Q1

INSTRUCTIONAL ALIGNMENT

## Bold = Priority vocabulary

Regular = Supporting vocabulary that supports the priority standard
Italics = Supporting vocabulary that should be taught if time permits,
but will not be tested on

Vocabulary

Tasks

Plants
Rev. 03/11/2016

Page 11 of 16

## 6th Grade Science - Q1

INSTRUCTIONAL ALIGNMENT

3 weeks

i

## ive and negative tropisms?

nts?

Rev. 03/11/2016

38. Stomata
39. Carbon dioxide (CO2)
40. Transpiration
41. Guard cells
42. Photosynthesis
43. Oxygen (O2)
44. Lower epidermis
45. Flowers
46. Pollen
47. Pollination
48. Nectar
49. Sepals
50. Petals
51. Stamen
52. Anther
53. Filament
54. Pistil
55. Stigma
56. Style
57. Ovary
58. Ovule
59. Tropism
60. Positive tropism
61. Negative tropism
62. Phototropism
63. Light
64. Geotropism (Gravitropism)
65. Gravity
66. Hydrotropism
67. Water

Resources

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57. Ovary
58. Ovule
59. Tropism
Higley
Unified
60.
Positive
tropism School District
61. Negative
tropism
INSTRUCTIONAL
ALIGNMENT
62. Phototropism
63. Light
64. Geotropism (Gravitropism)
65. Gravity
66. Hydrotropism
67. Water
68. Thigmotropism
69. Touch
70. Chemotropism
71. Chemicals
72. Thermotropism
73. Heat

## Bold = Priority vocabulary

Regular = Supporting vocabulary that supports the priority standard
Italics = Supporting vocabulary that should be taught if time permits,
but will not be tested on

Vocabulary

Tasks

Skeletal/Muscular system
3.5 weeks (1 week to be finished in 2Q)

Rev. 03/11/2016

Page 13 of 16

## 6th Grade Science - Q1

INSTRUCTIONAL ALIGNMENT

## umerous functions of bones?

tems work together to allow movement?
tems work together to provide structure and support to the body?
cular system dependant on one another?
lubrication of joints?
29. Hinge joint
30. Ligaments
31. Cartilage
32. Muscular system
33. Smooth muscle
34. Cardiac muscle
35. Skeletal muscle
36. Voluntary
37. Involuntary
38. Tendons
39. Flexor
40. Extensor
41. Locomotion
42. Biceps brachii
43. Deltoid
44. Latissimus dorsii
45. Biceps brachii
46. Triceps brachii
47. Pectoralis major
48. Rectus abdominus
49. Gluteus maximus
50. Rectus femorus
51. Biceps femoris
52. Semitendinosus
53. Sartorius
54. Vastus medialis
55. Vastus lateralis
56. Gastrocnemius

Rev. 03/11/2016

Resources

Page 14 of 16

## 6th Grade Science - Q1

INSTRUCTIONAL ALIGNMENT
Bold = Priority vocabulary
Regular = Supporting vocabulary that supports the priority standard
Italics = Supporting vocabulary that should be taught if time permits,
but will not be tested on

## Explanations & Examples

Students follow a written lab protocol or sequence of steps to accomplish an activity. Students should pay
attention to accuracy and precision when taking measurements.
Examples:
Follow written instructions for conducting scratch tests to determine the hardness of rocks or using a key
to classify rocks by their physical properties. SC07-S6C1-01, SC07-S1C2-01
Follow written instructions for using pH paper to determine whether a substance is an acid or base,
demonstrating proper procedures and safety precautions. SC08-S5C1-02, SC08-S1C2-01

Students determine the meaning of words and phrases as they read science content, including text books,
lab materials, and other print or electronic sources of information. They use a variety of strategies (context
clues, linguistic roots and affixes, restatement, examples, contrast, glossary, etc.) to determine the meaning
of words and phrases in the text. This standard specifically addresses domain-specific Tier Three words
and interpreting symbols in equations or in diagrams and flow charts.
Examples:
Read about food chains and food webs, then identify the linguistic roots and affixes to help them identify
the meanings of terms related to trophic levels, such as carnivore, herbivore, omnivore, autotroph, and
heterotrophy. SC07-S4C3-01
Determine the meaning of the direction of the arrows in the food chains and food webs (SC07-S4C3-01),
rock cycle diagrams (SC07-S6C2-01), or water cycle diagrams. SC06-S6C2-01
Determine the meaning of variables in mathematical equations, such as f=ma (SC08-S5C2-03) or the
meaning of symbols in the Periodic Table of Elements. SC08-S5C1-06

Rev. 03/11/2016

Page 15 of 16

## 6th Grade Science - Q1

INSTRUCTIONAL ALIGNMENT
Students will use words in a text and information expressed visually to obtain information about a given
topic. Sources of text could include textbooks, magazine or newspaper articles, websites, or product
information or safety sheets.
Examples:
Integrate written descriptions in a textbook with visual images of the rock cycle (SC07-S6C2-01)
or water cycle. SC06-S6C2-01
Integrate written descriptions of cell structures to a labeled model of a plant or animal cell. (SC06-S4C102)
Integrate written descriptions of weather systems on a website with graphical representations of weekly
weather data. SC06-S6C2-05
Integrate written descriptions in a lab journal of measured movement over time with position-time graphs.
SC08-S5C2-05

Students conduct short (1-2 lab periods) research projects or experimental investigations meant to answer
a question or solve a problem. Students answer questions - including those they create themselves through research (online, library, laboratory investigations), to solve a problem. They will use and combine
information from multiple sources to construct their claims, evidence, and explanations.
Examples:
Generate questions about the migration behavior of hummingbirds or monarch butterflies (migration
paths, time of year, duration) and then test the question experimentally or by researching published data.
SC08-S4C4-05
Following the study of plate boundary movements, formulate a question about how or when a particular
landform formed and conduct research using a variety of print and digital resources to make a claim that
answers the question; support that claim with evidence gathered during research. SC07-S6C2-05

Students use evidence from informational texts (e.g., research papers, credible web sites, journal articles,
textbooks) to support their claims, analyses, reflections, and/or research.
Example:
Following a lab aligned to the grade level Science Standard, make a research claim and then find
supporting evidence or scientific principles that support the claim. These additional sources can either be
teacher provided or student researched.

Rev. 03/11/2016

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