SIXTH GRADE SCIENCE CURRICULUM

Please visit the following links to read descriptions of the two units sixth grade will study this year in science and to see a larger version of the chart of the conceptual sequences pictured.

CATASTROPHIC EVENTS















Students will study three parts in the Catastrophic Events unit; storms, earthquakes and volcanoes.

In Storms, students will investigate the causes and effects of thunderstorms, tornadoes, and hurricanes and analyze methods of monitoring and forecasting these events. Concepts include local and global heating, convection, the water cycle and cloud formation, air pressure, and the analysis of weather maps. The first part ends with students investigating ocean currents and their effect on global weather patterns.

In Earthquakes, students will focus on wave motion, earthquake data, and the factors that cause earthquakes. Plate motion and the structure of Earth are introduced in the context of plate tectonics. Students design and build model structures that can reduce the risks associated with earthquakes.

In Volcanoes, students simulate the movement of magma and lava and its effects on land formation. They investigate viscosity and crystallization and examine igneous rocks and volcanic ash. The section concludes with an investigation of the effects of ashfall on the atmosphere and surrounding landscape.

Each part of the unit begins with an assessment of students’ current understanding of the topic and ends with performance-based and written assessments. The activity, Comparing Catastrophic Events, and the culminating Anchor Activity (a research project) on the risks associated with natural hazards integrate the concepts of the unit.


ORGANISMS FROM MACRO TO MICRO



Students of all ages, but particularly those of middle school age, have a natural curiosity about living things and how they function. Organisms—From Macro To Micro taps this curiosity by first helping students clarify what they already know about organisms and then perform a series of engaging, thought-provoking, hands-on activities that will enable them to extend their knowledge. They work with a minimum of 16 living organisms during the unit’s 20 lessons, which are divided into three parts:

The Beginning – During the first six lessons, students perform inquiry activities during which they clarify what they already know about organisms, then develop and hone laboratory and critical-thinking skills used throughout the unit. They set up several unit-long inquiries during which they investigate organisms at different stages of their life cycle. The brief life cycles of Wisconsin Fast Plants and cabbage white butterflies offer students an in-depth look at the interdependence of these organisms as well as the opportunity to observe traits passed on from parents to offspring.

Continuing the Cycle – Students explore the world of cells, asexual and sexual reproduction, and several important life processes of plants and animals. This part culminates with the introduction of the Anchor Activity (a research project), in which students work in groups during the remainder of the unit to investigate the relationship between structure and function in vertebrates and share their findings with the class.

Completing the Cycle – The remaining lessons offer students experiences with several interesting organisms—mold, yeast, Daphnia, and Hydra—as they design their own inquiries and gather and interpret the data. Students also prepare a graphical dichotomous key using photos and observations they have recorded about the organisms encountered during the unit.