LOGAN-ROGERSVILLE SCIENCE CURRICULUM

6TH Grade

 

COURSE RATIONALE

The Logan-Rogersville 6th Grade Science course educates students in the basic principles of the scientific method.  With this information, students can make scientific inquires of problems that affect themselves and their environment in adult life.  By studying various principles in science, students are able to understand the impact of science and technology on everyday life.

 

COURSE DESCRIPTION

The Logan-Rogersville 6th Grade Science course focuses on physical and earth science.  This is an in-depth course of study in physical science covering the principles and properties of matter, energy, force, and motion.  Students will be exposed to a wide range of topics in earth science as well.  Those areas covered include the atmosphere, weather, and the composition of the universe.

 

 

 

Grade and/or Class:  6th grade Science

Last Revision:  2001-2002

Writer:  Pat Denney

 

By the end of grade 8, all students should be able to

District Skill Competency

Frameworks Alignment

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Content Standards

Performance Standards

1.  Apply statistical procedures to analyze patterns, relationships, and predictions of experimental data or given data.

I, A, la

Analyze data from a class experiment using various statistical procedures.

Analyze a given set of data to reach conclusions from patterns that have developed.

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1.6

2.  Find the average of sets of data, calculate the intervals to be used on a graph and determine the units in which the values should be expressed.

I, A, 1b

Determine the average speed of marbles rolling down a ramp and analyze how the height of the ramp affects the speed.

Students will find the average of given date, calculate the intervals for a graph, and plot points, with the correct units used.

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1.8

3.  Read and identify measurements of length, volume, mass, time, and temperature for laboratory procedures or the computer.

I, A, 2a

Read and identify measurements from laboratory experiments or from the computer.

Students will read and identify measurements from experiments or the computer.

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1.6, 3.1

 

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4.  Inspect a problem, assess the situation, and predict a solution and select and apply appropriate strategies to correct or prevent the problem.

I, A, 3a

After assessing the racing performance of toy cars, inspect those with poor performance.  Predict the most likely sources of malfunctions and use appropriate strategies to correct malfunctions.

Given a situation with a major problem, students will inspect and assess the situation and predict possible strategies to solve the problem with written evidence to support their opinion.

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3.2, 3.3

5.  Explore information and organize information in text, tables, and graphs; and describe the meaning and implications of the information.

I, A, 4a

Explore information from a computer CD, organize information using verbal communication and hands-on experiences, and describe the meaning of information.

Explore information about everyday events from their own experiences, organize the information in text, tables, and graphs; and describe the meaning and implications of the events.

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1.4, 1.6

6.  Conduct investigations that include an adequate number of repeated trials, unbiased sampling, accurate measurement and record keeping, and a comparison to a control.

I, B, 1a

Design and complete an independent science investigation that includes repeated trials and is properly controlled.

Students will conduct a prepared investigation with major problems in it.  After repeated trials, unbiased sampling, accurate measurement and record keeping and a comparison to a control, they will point out problems with the design.

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1.3, 3.1

 

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7.  Analyze and evaluate arguments based on very small sets of data, experiments with few repeated trials, biased sample, or samples for which there was no control sample.

I, B, 2a

Read and analyze selected articles from smoking advertisements in magazines.  Evaluate the theme of the ad, tar and nicotine levels.  Identify sources of error, bias or incomplete information.

Students will be given a set of data and asked to analyze and evaluate it for possible sources of error, bias, or incomplete information.

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1.5, 3.4

8.  Identify the background qualifications and training that is needed in order to have a career related to science and technology.

II, B, 1a

Research and discuss the life work and contributions of a historical or contemporary scientist.  Compare the background qualities and other factors that influenced the work and training of a scientist.

Explore and identify educational and job opportunities in science and/or technology and the required background qualifications and training.

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4.8

9.  Evaluate possible risks to classmates, research subjects, or the community associated with their own independent investigations.

II, C, 1a

Students will submit written justification for their own investigations and evaluate possible risks to classmates from doing the experiment.

Through a laboratory safety test, students will evaluate possible risks to classmates, research subjects or community from an investigation.  They must score 100% on the test before they can do an experiment.

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3.2

 

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10.  Demonstrate the conservation of matter using physical and chemical changes.

III, A, 1a

In laboratory investigations, demonstrate the mass of substances before and after a chemical change.

Students will demonstrate conservation of the matter before and after a chemical or physical change.

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11.  Identify some physical properties that depend on the matter present.

III, A, 2a

Perform experiments that identify the physical properties (melting point, density, mass, volume) etc. of water.

Students will explore an unknown substance by identifying the physical properties (melting point, density, mass, volume, etc.) of that material.

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2.3, 3.2

12.  Investigate and describe the changes in the sate of matter of particles in water.

III, A, 3a

Construct a particulate model of NaCl by arranging marshmallow molecules in three different states of matter.

Describe how the particulate model changes with the different states of matter.

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1.6

13.  Investigate and describe how volume is affected by the addition or removal of heat.

III, A, 4a

Investigate by experimentation volume changes due to changes in the physical state of iodine, water, or dry ice.

Students will describe how volume changes in various substances at various states.

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1.6, 1.3

14.  Investigate and explain what affects the rate of heating of a state.

III, A, 4b

Investigate how the addition or removal of heat affects the rate of change of state by measuring and comparing the rate of melting ice on different colored fabrics exposed to sunlight.

Students will explain how darker or lighter colored fabric affects the rate of heating.

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1.3, 3.3

 

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15.  Analyze how to separate natural or synthetic substances into their component compounds.

III, A, 5a

Analyze the most appropriate methods to separate milk, blood, seawater, processed foods, paints, and/or cosmetics, etc. into component parts.

Work individually to analyze the possible ways various solutions could be separated.

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16.  Investigate and report on the importance of mixture components and identify their affect on human health.

III, A, 5b

Investigate and graph the fat content in a variety of meats, canned vegetables, breads, and snacks.

Based on graphed information acquired from the investigation on the fat content of various foods, identify the health problems related to too much fat in one’s diet.

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1.8, 3.2

17.  Identify and describe the chemical changes in various materials by observing everyday events.

III, A, 6a

Perform an experiment and identify the components in chemical reaction of nail in water, etc. and describe why the chemical reaction occurred.

Students will identify and describe a chemical change that they have observed at home and give supporting evidence of their thoughts.

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1.6, 3.1

18.  Compare the energy transformation of heat in different types of materials.

III, B, 1a

Measure and compare the energy transformation of heat in incandescent and fluorescent light bulbs of various voltages when they are on.

Compare and identify 3 types of energy transformation from home or personal experience.  Each example must have three different types of energy.

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1.3, 1.10

 

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19.  Explore and identify the wavelengths and energies in the visible part of the electromagnetic spectrum.

III, B, 2a

Use a prism or diffraction grating to separate white light and explore the results.

Identify the colors in order from short to long wavelengths and energies in the visible part of the electromagnetic spectrum.

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20.  Identify and discuss the use/misuse of the nonvisible part of the electromagnetic spectrum.

III, B, 2a

Discuss in class the use/misuse of microwaves, UV lights and x-rays.

Identify on a test the use and misuse of microwaves, UV light, and x-rays.

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21.  Compare and contrast the advantages and disadvantages of series and parallel circuits.

III, B, 3a

Understand the differences, similarities, advantages, and disadvantages of series and parallel circuits by building both of them in class.

In a written essay compare and contrast the advantages and disadvantages of series and parallel circuits.

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1.2, 1.3

22.  Predict specific conditions that will cause static electricity.

III, B, 4a

Discuss an predict the conditions that will cause static electricity and what will happen to the objects from a build up of static electricity.

Student will be given environmental conditions and they will predict how much static can be produced.

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1.2, 1.6

23.  Conduct an investigation that shows the relationship between energy and changes in matter and explain the relationships.

III, C, 1a

Conduct an experiment to measure the amount of energy required to melt a known mass of ice and compare it to the energy needed to boil water.

Students will explain the relationships between energy and changed in matter.  (See attached in resource guide)

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24.  Discuss and identify the roles of radiation, convection, and conduction in weather changes.

III, C, 2a

Use maps, reports, or the H2O cycle over an extended period of time to discuss the effects of uneven heating and cooling of the Earth’s surface.

Student will identify the roles of radiation, convection and conduction within the water cycle.

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1.6

25.  Demonstrate and identify how an energy source interacts with and causes changes in different materials.

III, C, 3a

Perform an experiment to demonstrate how different colors interact with heat.

Identify how an energy source interacts with and causes changes in different materials.    (See scoring guide)

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1.3

26.  Identify and explain substances that make good conductors and insulators.

III, C, 4b

Identify conductors and insulators by testing them in a laboratory setting.

Students will identify common household substances as conductors and insulators and explain what makes them good conductors and insulators.

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1.3

27.  Measure, compute, and identify the forces causing the motions of common activities.

IV, A, 1a

Measure and compute the force needed to start motion and continue motion of a board placed on different surfaces.

Students will measure, compute, and identify the required forces to move objects or continue motion.  A data table and graph will display results.  (Resource Book)

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1.8

28.  Organize and compare data graphically after the speed has been determined through measurements.

IV, A, 2a

Determine the speed of objects using measurements of distance and time.  Organize and compare the results both numerically and graphically.

Students will determine through math calculations the speed of objects and organize and graph results.  (See experiment resource book)

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1.8

 

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29.  Explain how an object’s acceleration is affected by outside forces and its mass (only in the context of speeds up or slows down).

IV, A, 3a

1.  Explain the acceleration of a racecar as it runs the racecourse.

2.  Explain in terms of outside forces, how an object may change its direction or acceleration.

1.  Students will give their own example of acceleration and explain.

2.  With the above example, students will explain all outside forces that caused this acceleration.

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3.3, 4.1

30.  Determine the direction of acceleration and the net force by the size and direction and predict what happens if the forces change.

IV, B, 1a

Determine the net force and the direction of acceleration of several examples.

Identify the force involved and the net force of a person sitting in a chair.  Predict what would happen it the forces changed.

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1.10

31.  Identify and explain the forces necessary for an object to move or be in equilibrium.

IV, B, 2a

Make a model airplane to win a flying contest and explain forces that allow it to fly.

Students will identify the forces that allow an object to fly and explain why.

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32.  Compare and describe the gravitational force between two objects.

IV, B, 3a

Describe in terms of forces involved why a satellite orbits the Earth.

Compare the gravitational force of one object to another that has a mass 100 times greater and describe the gravitational force between the two objects.

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1.7, 4.1

 

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33.  Explain the relationship among kinetic energy, potential changes, and mechanical advantage.

IV, C, 1a

Explain the types of energy changes in motion and mechanical advantage of a lever.

Explain how the fulcrum can be moved in a lever to increase the mechanical advantage producing more potential and kinetic energy.

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34.  Analyze the changes in kinetic and potential energy in common activities.

IV, C, 1b

Analyze the potential and kinetic energy changes in a bouncing ball experiment.

Analyze the changes in potential or kinetic energy from selected math problems.

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1.10

35.  Determine the amount of work done when an object is moved or when a task is performed.

IV, C, 2a

Determine the amount of work done in specific mechanical devices.

Determine the amount of work done from selected math problems.

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1.10

36.  Explain and demonstrate how common tools are simple machines and discuss the forces and motions involved.

IV, C, 3a

Demonstrate the amount of force necessary to lift objects with different types of pulleys and explain why the amount of force required varies.

Students will give examples of simple machines found around the house and explain the forces and motion involved.

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1.3, 1.6

37.  Identify the position of the solar system in the Milky Way Galaxy.

V, A, 3a

Use photographs to identify the location of the solar system in the Milky Way Galaxy.

Student will draw the Milky Way Galaxy and identify were the solar system is in it.

 

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1.6

38.  Compare the frequency, energy, and wavelength of an illustration of the electromagnetic spectrum.

V, C, 2a

Use a full electromagnetic photograph to compare the frequency, energy, and wavelength of objects in the sky.

Compare wavelength, frequency, and energy to gain information about stars.

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39.  Explain changes in the atmosphere and predict possible scenarios of problem changes and explain how to correct the problems.

VI, A, 1a

Given data on variations of atmosphere composition, explain changes in the atmosphere over a period of time.

Predict possible future scenarios of the green house effect and explain what must happen to correct this problem.

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4.1

 

40.  Identify patterns and relationships in the properties of the atmosphere and predict weather changes.

VI, A, 2a

Use appropriate technology and weather maps to record weather data for 1 week.  Identify any patterns and predict the weather for a week.

Given data about weather patterns predict what the next days weather will be.

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1.7

41.  Collaborate with others in identifying the knowledge measurement, and concepts of the hydrosphere, lithosphere, and atmosphere.

VI, A, 8a

Students will work in groups to investigate information about the hydrosphere, lithosphere, and atmosphere.

Individually students will identify information about the hydrosphere, lithosphere, and atmosphere.

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4.6

42.  Analyze the environmental changes that would have a global impact and discuss the mechanisms by which the changes become global.

 VIII, B, 1a

Investigate the greenhouse effect and analyze it to determine the possible changes in the biosphere.

Identify and analyze various events in everyday life and environmental changes that have brought about global warming.

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3.5