6th grade science pacing guide – 2014-2015

Franklin City Public Schools 1 | P a g e

6th Grade Science Pacing Guide – 2020-2021 1st Nine Weeks

September 2020 October 2020 November 2020

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Assessment Dates:

Units Topics Text Reference/

Chapter

Standards of

Learning

Time Frame

# of blocks/days Week 1

Science Pre-Test

MAP Testing

Success Maker

Science Pre-Test

MAP Testing

Success Maker

3 days

Week 1

Matter

Weather Atmospheric

Pressure Layers of the

Atmosphere Air

Quality Weather

Forecasting

Investigate and understand the

properties of air and the structure

and dynamics of the Earth’s

atmosphere: a) Basic Terminology;

Unit 4 – Lesson 1; Word

Sort Activity, Word

Wall;

http://www.doe.virginia.

gov/testing/sol/standard

s_docs/science/2010/less

on_plans/grade6/matter

/sess_6-6abc.pdf ;

Grade 6 Virginia

Science Fusion

Textbook - Engage

Your Brain pp. 173;

Up and Away – (Guided

Reading Activity) pp.

174;

Visualize It! –

“Composition of the

Atmosphere” – pp. 174;

FSA – Composition of

Atmosphere

6.7 a 1 day

Week 1

Matter c) Layers of Atmosphere; Graphic Organizer –

“Layers of the

Atmosphere” adapted

into a Foldable/Flip

Book;

FSA – Layers of the

Atmosphere

6.7 c 1 day

Week 2

Matter b) Charts and Graphs (Measure and

Record Weather);

Measure and Reading

Weather Charts and

Graphs – Virginian-

Pilot Weather Report

Activity;

Lab – “What is

Weather?” - FCPS;

Graphic Organizer –

“Weather Instruments”

6.7 b 2 days

(cover 10 days)

Place Division dates for Benchmark, Universal Screener, Checkpoints, etc.

Professional D. Report Cards Benchmark Assessment

Holiday Start/End Nine Weeks Interim Report

End of Nine Weeks Early Closings

http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/lesson_plans/grade6/matter/sess_6-6abc.pdf






Week 2

Matter d) Effects of Natural Events and

Human Activity and Air Quality;




on_plans/index.shtml -

“Air Quality Brochure

Activity” SOL 6.6d

6.7 d 3 days

Week 3

Matter e) Thermal Energy; Lab – “Working Under

Pressure” – FCPS

6.7 e 1 day

Week 3

Matter f) Clouds;

Precipitation,

Weather Related Phenomena;

Basic Weather Maps,

Forecasting; and

Weather Fronts.

Cloud Foldable –

“Three Major Types of

Cloud” - Grade 6

Virginia Science Fusion

Textbook - Why It

Matters – Watching

Clouds pp. 227, 234 -

240;


Cloud Finder - www.enchantedlearning.com

; FSA – Three Major

Types of Clouds;

Precipitation Foldable –

“Four Types of

Precipitation” – Grade

6 Virginia Science

Fusion

Textbook – What is

precipitation and how it

is measured? Pp. 226;

FSA – Precipitation;

Weather Related

Graphic Organizer;

FSA – Grade 6 Virginia

Science Fusion

Textbook – Unit 5 –

Lesson 4 Severe

Weather and Weather

Safety pp. 262 – 274.

6.7 f 4 days

Week 4

Interrelationships in

Earth/Space

Systems


organization of the solar system and

the interaction among the various

bodies that comprise it by:

e) Phases of the Moon




on_plans/grade6/interre

lationships_in_earth-

space_sys/sess_6-8i.pdf ;






space_sys/sess_6-8e.pdf

;






space_sys/sess_6-8g.pdf

Oreo Cookie Activity -

http://www.lpi.usra.edu/

education/workshops/ph

asesSeasons/OreoPhases

.pdf ;

Grade 6 Virginia

Science Fusion


Lesson 2 – Moon Phases

and Eclipses pp. 562-

571.

6.3 c 2 days

http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/lesson_plans/index.shtml




http://www.enchantedlearning.com/

http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/lesson_plans/grade6/interrelationships_in_earth-space_sys/sess_6-8i.pdf






http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/lesson_plans/grade6/interrelationships_in_earth-space_sys/sess_6-8e.pdf






http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/lesson_plans/grade6/interrelationships_in_earth-space_sys/sess_6-8g.pdf






http://www.lpi.usra.edu/education/workshops/phasesSeasons/OreoPhases.pdf





SOLs: 6.7 The student will investigate and understand the properties of air and the structure and dynamics of the

Earth’s atmosphere by:

a) air as a mixture of gaseous elements and compounds;

b) pressure, temperature, and humidity;

c) atmospheric changes with altitude;

d) natural and human-caused changes to the atmosphere and the importance of protecting and maintaining air

quality;

e) the relationship of atmospheric measures and weather conditions;

f) Basic information from weather maps, including fronts, systems, and basic measurements.

6.3 The student will investigate and understand the organization of the solar system and the interaction among

the various bodies that comprise it by:

a) the sun, moon, Earth, other planets and their moons, dwarf planets, meteors, asteroids, and comets;

b) relative size of and distance between planets;

c) the role of gravity;

d) revolution and rotation;

e) the mechanics of day and night and the phases of the moon;

f) the unique properties of Earth as a planet;

g) the relationship of Earth’s tilt and the seasons;

h) the cause of tides;

i) the history and technology of space exploration.

Essential Knowledge, Skills and Processes:

6.7 To be successful with this standard, students are expected to:

• Comprehend and apply basic terminology related to air and the atmosphere.

Week 4


Earth/Space

Systems

g) Earth’s Axial Tilt and Seasons;

Day and Night

www.neok12.com –

“Time Lapse of Season”

Video

6.3 b & d 1 day

Week 4


Earth/Space

Systems

f) Unique Characteristics of the

Earth

PowerPoint on “Unique

Characteristics of the

Earth”

6.3 a 1 day

Week 4


Earth/Space

Systems

h) Tides Grade 6 Virginia

Science Fusion


Lesson 3 – Earth’s

Tides pp. 576 -585.

6.3 e 1 day

Week 5


Earth/Space

Systems

b) The Planets and Relative Position

to Sun

Grade 6 Virginia

Science Fusion


Lesson 4 – The

Terrestrial Planets – pp.

634 – 647; Lesson 5 –

The Gas Giant Planets

pp.650 – 661;

6.2 b 2 days

Week 5


Earth/Space

Systems

a) Components of the Solar

System

Grade 6 Virginia

Science Fusion


Lesson 6 – Small Bodies

in the Solar System pp.

662 – 675.

6.2 a & b 1 day


Earth/Space

Systems

c) Role of Gravity Grade 6 Virginia

Science Fusion

Textbook – Unit 10

Lesson 2 – Gravity and

the Solar System – pp.

608 – 621.

Gravity Activity

6.2 c 1 day

Week 5 Benchmark Review & Test 1 day

http://www.neok12.com/


• Identify the composition and physical characteristics of the atmosphere.

• Analyze and interpret charts and graphs of the atmosphere in terms of

temperature and pressure.

• Measure and record air temperature, air pressure, and humidity, using appropriate units of measurement and

tools.

• Analyze and explain some of the effects that natural events and human activities may have on weather,

atmosphere, and climate.

• Evaluate their own roles in protecting air quality.

• Design an investigation to relate temperature, barometric pressure, and humidity to changing weather

conditions.

• Compare and contrast cloud types and relate cloud types to weather conditions.

• Compare and contrast types of precipitation.

• Compare and contrast weather-related phenomena, including thunderstorms, tornadoes, hurricanes, and drought.

• Interpret basic weather maps and make forecasts based on the information presented.

• Map the movement of cold and warm fronts and interpret their effects on observable weather conditions.

6.3 In order to meet this standard, it is expected that students will

• Describe the planets and their relative positions from the sun.

• Compare the characteristics of Pluto to the planets and explain its designation as a dwarf planet.

• Design and interpret a scale model of the solar system. (A scale model may be a physical representation of an

object or concept. It can also be a mathematical representation that uses factors such as ratios, proportions, and

percentages.)

• Explain the role of gravity in the solar system.

• Compare and contrast revolution and rotation and apply these terms to the relative movements of planets and

their moons.

• Model and describe how day and night and the phases of the moon occur.

• Model and describe how Earth’s axial tilt and its annual orbit around the sun cause the seasons.

• Describe the unique characteristics of planet Earth.

• Discuss the relationship between the gravitational pull of the moon and the cycle of tides.

• Compare and contrast the ideas of Ptolemy, Aristotle, Copernicus, and Galileo related to the solar system.

• Create and interpret a timeline highlighting the advancements in solar system exploration over the past half

century. This should include information on the first modern rockets, artificial satellites, and orbital missions,

missions to the moon, Mars robotic explorers, and exploration of the outer planets.

Essential Vocabulary:

The students will use the following vocabulary throughout the nine weeks of study to support student learning:

(word/definition)

Week 1 Atmosphere – the mixture of gases that surrounds Earth;

Air – the mixture of gases;

Composition – the make up of;

Nitrogen – the chemical element of atomic number 7, a colorless, odorless unreactive gas that forms

about 78 percent of the earth’s atmosphere;

Oxygen – a colorless, odorless reactive gas, the chemical element of atomic number 8 and the life-

supporting component of the air. Oxygen forms about 20 percent of the earth’s atmosphere;

Water – a colorless, transparent, odorless, tasteless liquid that forms the seas, lakes, rivers, and rain

and is the basis of the fluids of living organisms;

Argon – the chemical element of atomic number 18, an inert gaseous element of the noble gas group.

Argon is the most common noble gas, making up nearly one percent of the earth’s atmosphere.

Carbon dioxide – a colorless, odorless gas produced by burning carbon and organic compounds and

by respiration. It is naturally present in air (about 0.03 percent) and is absorbed by plants in

photosynthesis.

Week 1 Atmosphere – the mixture of gases that surrounds Earth;

Exosphere – the outer layer of the atmosphere;

Thermosphere – the hottest layer of the atmosphere;

Mesosphere – the middle layer of the atmosphere;

Stratosphere – the gases are layered in the atmosphere;

Troposphere – the turning or changing layer of the atmosphere.


Week 2 Anemometer – weather instrument used to measure wind speed;

Wind Vane – weather instrument used to measure wind direction;

Barometer – weather instrument used to measure air pressure;

Celsius – the scale of temperature in which water freezes at 0° and boils at 100° under standard

conditions;

Fahrenheit – the scale of temperature in which water freezes at 32° and boils at 212° under standard

conditions;

Thermometer – weather instrument used to measure temperature;

Compass – an instrument containing a magnetized pointer that shows the direction of magnetic north

and bearings from it;

Hygrometer (psychrometer) – an instrument for measuring the humidity (water vapor) of the air or a

gas;

Meteorologist – Scientist who study weather and the Earth’s atmosphere.

Week 2 & 3 Atmosphere – the mixture of gases that surrounds Earth;

Chlorofluorocarbon – is an organic compound that contains only carbon, chlorine, and fluorine,

produced as a volatile derivative of methane, ethane, and propane., energy budget, Greenhouse Effect,

pollutant.

Earth’s Energy Budget – Absorption and re-emission of radiation at the earth’s surface is only one

part of an intricate web of heat transfer in the earth’s planetary domain.

Greenhouse Effect – the trapping of the sun’s warmth in a planet’s lower atmosphere due to the greater

transparency of the atmosphere to visible radiation from the sun than to infrared radiation emitted from

the planet’s surface.

Pollutants – a substance that pollutes something, especially water or the atmosphere.

Week 3 Cold Front – the boundary where a cold air mass meets and moves under a warm air mass;

High-Pressure Area – system is a whirling mass of cool, dry air that generally brings fair weather and

light winds;

High-Pressure System – air sinks slowly down;

Isobar – a line on a map connecting points having the same atmospheric pressure at a given time or on

average over a given period;

Isotherm – a line on a map connecting points having the same temperature at a given time or on

average over a given period;

Low-Pressure Area – is a region where the atmospheric pressure is lower than that of surrounding

locations;

Low-Pressure System – air rises and so has a lower air pressure than the areas around it;

Warm Front – the boundary where a warm air mass meets and slides over a cold air mass.

Precipitation – rain, snow, sleet, or hail that falls from the sky to the ground.

Week 4 Phase – the portion of the moon that reflects sunlight back to Earth changes, causing the moon’s

appearance to change.

Revolution –the motion of a body that travels around another body in space; one complete trip along

an orbit.

Revolve – to move around another object,

Rotate – to spin,

Rotation – the spin of a body on its axis.

Satellite – a natural or artificial body that revolves around a celestial body that is greater in mass.

Week 4 Axis – the imaginary line that runs the center of the Earth;

Equinox – the moment when the sun appears to cross the celestial equator;

Direct – Sunlight that is not blocked by shade; unobstructed sunlight;

Indirect – Light that is diffused but fills the area.

Hemisphere – a half of the earth, usually as divided into northern and southern halves by the equator,

or into western and eastern halves by an imaginary line passing through the poles.;

Orbit – the path that a body follows as it travels around another body in space;

Solstice – the point at which the sun is as far north or south of the equator as possible.

Week 4 Crests – the highest point of the high tide;

Mean High Water – The level to which the water rose on an average day over a previous period of

time;

Mean Low Water – the average altitude of all low tides recorded at a given place over a 19-year

period;

Neap Tide – tides that happen when the sun, the Earth and the moon form a 90° angle;

Sea Level – the level of the sea’s surface;

Spring Tide – tides that happen when the sun, the moon and Earth form a straight line.

Troughs – the lowest point of the tide.


an orbit.


Rotate – to spin,



http://en.wikipedia.org/wiki/Organic_compound

http://en.wikipedia.org/wiki/Carbon

http://en.wikipedia.org/wiki/Chlorine

http://en.wikipedia.org/wiki/Fluorine

http://en.wikipedia.org/wiki/Volatility_(chemistry)

http://en.wikipedia.org/wiki/Methane

http://en.wikipedia.org/wiki/Ethane

http://en.wikipedia.org/wiki/Propane




Direct - Sunlight that is not blocked by shade; unobstructed sunlight;

Indirect - Light that is diffused but fills the area.

Hemisphere - a half of the earth, usually as divided into northern and southern halves by the equator,




Week 5 Gravity - the force that attracts a body toward the center of the earth, or toward any other physical

body having mass. For most purposes Newton's laws of gravity apply, with minor modifications to take

the general theory of relativity into account.

Astronomer – a scientist who studies the planets, stars and galaxies ;

Robotic – of or relating to robots;

Satellite – a natural or artificial body that revolves around a celestial body that is greater in mass. ;

Telescope - an optical instrument designed to make distant objects appear nearer.


an orbit.

Week 5 Benchmark Review


Essential Questions:

Students will need to be asked the following questions to strengthen their knowledge,

understanding, and explanation of the content:

Week 1 • What makes up the air around us? (The air around us is made up of nitrogen, oxygen and other

gases.)

• How is Earth’s atmosphere like an ocean? (They are both fluids. They both have a lot of moisture.

They are governed by the same physical equations of motion for fluids. They have large-scale

planetary motions. They both transfer heat. They both absorb solar radiation. Their densities are

controlled by temperature. They are both influenced by the earth’s rotation. They are both affected

by the seasons. People can only exist in the close to surface portions of it. They are both involved

in the hydrological cycle. They both provide oxygen to living creatures.)

• What gas in Earth’s atmosphere acts like this greenhouse? (Water vapor)

• What does composition mean? (The made up of or comprised of.) Week 1 • What are the atmospheric layers, and what are the characteristics of these layers? (The troposphere

which is closest layer to the Earth, it means changing or turning; weather happens here; stratosphere

the second layer from the Earth, it means layers; jets fly here; mesosphere the third layer from the

Earth, it means middle; and meteors burn here; thermosphere is the fourth layer from the Earth, it

means heat; and the auroras happens here; and exosphere is the fifth layer from the Earth, it means

outer; and the satellite.)

• How does the atmosphere protect living things and make life possible on Earth? (The ozone layer

protects us from harmful ultraviolet and infrared radiation.)

• How does the composition and structure of the atmosphere insulate the Earth? (The layers are circling

around the Earth and thus tend to keep things close to the Earth.)

• How would one differentiate the layers of the Earth’s atmosphere? (The layers of the atmosphere can be

differentiated by there distances, characteristics, temperatures and pressure.)

• How does the relationship between temperature, and pressure in the atmosphere? (As the temperature

increase or decrease the pressure decreases.) Week 2 • What is the relationship between altitude and air pressure? (The higher the altitude, the lower the air

pressure.)

• Why is air pressure less in the upper atmosphere? (There are fewer molecules of air.)

• Why is air pressure greater in the lower layer of the atmosphere than the upper layers? (There are more

molecules in lower layers; 75 percent of atmospheric gases are in the troposphere.)

• What causes the gases to remain closer to Earth? (Gravity; gas has mass, and anything that has mass is

affected by gravity.)

• What is the relationship between altitude and temperature in the troposphere? (Inverse—as the altitude

increases, the temperature decreases.)

• Why does the temperature increase in the stratosphere? (Because of absorption of solar radiation by

the ozone layer)

• Which layer has the greatest range of temperatures? (The thermosphere) Week 2 & 3 • What is the effect of air pollution on the environment, particularly on the weather, atmosphere, and

climate? (There is an increase in temperatures, we see and experience strange weather patterns, some

air pollutants harm plants and animals directly. Other pollutants harm the habitat, food or water that

plants and animals need to survive. The climate is slowly changing in various areas of the world.)

• What we can do to protect and improve the quality of the atmosphere? (We can protect and improve the

quality of the atmosphere by recycling, reducing and reusing; and conserving and finding and using

alternative energy sources that are clean.)

• What is global warming? (Global warming is the increase of Earth’s average surface temperature due

to effect of greenhouse gases, such as carbon dioxide emissions from burning fossil fuels or from

deforestation, which trap heat that would otherwise escape from Earth.)

• How do human activities affect global warming? (Over usage of produces that cause air pollution, too

many vehicles, factories and variety of water pollution lead to increase gases being produce that lead

to global warming.)

• How does global warming impact the planet? (Global warming causes the increase on temperature on

the overall Earth which leads to melting of the Arctic regions, polar ice caps, glaciers and it also leads

to depletion of the ozone layers that allows harmful ultraviolet and infrared radiation to enter into the

atmosphere.)

Week 3 • What is weather? (Weather is the condition of Earth’s atmosphere at a certain time and place.)

• What information does a meteorologist need to know to forecast the weather accurately?

(Meteorologist use a variety of tools to help them gather information about weather and climate. Some

more familiar ones are thermometer which measure air temperature, anemometers that measures wind

speed, and a barometer that measures air pressure.)

• What information do you find on weather maps or in a weather report? Get the most accurate, up-to-

date weather forecasts worldwide. ... Forecast. Get your daily farmers’ forecast with precipitation,

soil moisture and more.

• What are weather fronts? If so, what are they? How do you know? (A weather front is the area where

two air masses with different temperatures and densities collide, but do not mix.)

• How do fronts move? How far did they travel from one day to the next? (Winds blow from areas of

high pressure to areas of low pressure, and the air itself is constantly being changed as it passes over

different surfaces.) As the fronts approached, what changes in the sky conditions probably occurred?

(It depends on the type of front there could be short periods of showers, heavy rain, sometimes with

thunderstorms, including hail, showers followed by clearing.)

Week 4 • What happened as the moon revolved around the Earth? (The phases change.)

• Why did the shadows change? (As the moon revolves around Earth, you see more and more of the

http://www.windows2universe.org/earth/Life/plantae.html

http://www.windows2universe.org/earth/Life/animalia.html


The Student Learning Experience:

W= Where are we going? Why are we going there? How will we be evaluated along the way? H =How will you hook and hold my attention, interest, and emotional connectivity? E =How will you equip me to succeed through experience-based learning and coaching activities? R =How will you help me to revisit, revise, rethink, and refine my understanding? E =How will you get me to self-evaluate and self-express at key juncture points in the unit? T =How will you tailor what you are doing to accommodate my readiness levels, interests, and learning profile? O =How will you organize my learning so that I move from initial experience toward growing levels of conceptual understanding

and independent application?

I. Assessment Activity: Performance Task for Project Based Learning Component

lighted side of the moon every day, until the side of the moon you see is fully lit.)

• The moon rotates on its axis once every 28 days, and it revolves around Earth once every 28 days.

Why do we see only one side of the moon? (Hint: Mark a spot on the ball [moon] and revolve it

around you [Earth] without letting it rotate on its axis. What do you observe about the side of the ball

facing you? Now, repeat while rotating the ball on its axis at the same rate as its revolution.) (The

moon does not rotate on its axis.)

• How is the movement of the Earth, sun, and moon related to days, lunar cycles, and years? (The

movement of the Earth, sun and the moon causes us to have the phases of the moon as it revolves

around the Earth and as the Earth is rotating on it’s axis it creates for us day and night – 23.9 hours

while the movement of the Earth around the sun creates for us a year – 365.25 days.

• Can I identify the different phases of the moon? (The phases of the moon are counter-clock wise the new moon, waxing crescent, first quarter, waxing gibbous, full moon, waning gibbous, third quarter, and waning crescent.)

Week 4 • What is the difference between direct and indirect rays of the sun? What is their effect on seasons? (At

the equator the sunlight hits the Earth’s surface more directly. Closer to the poles, sunlight hits Earth’s

surface at an angle. Near the poles, energy from the sun is spread out over a greater area. That is why

it is warmer near equator than near the poles.)

• How can you predict the season of the northern hemisphere based on the Earth’s tilt? (When the

north end of Earth’s axis is tilted toward the sun, the Northern Hemisphere has summer.)

• What causes the Earth to be unique? (The Earth is unique because it has liquid water, suitable

temperature range and atmosphere for living things to survive.)

• What is the relative size of the planets? (Sun 1,392,000; Mercury 4,878; Venus 12,104; Earth

12,756; Mars 6,794; Jupiter 142,984; Saturn 120,536; Uranus 51,118; Neptune 49,528)

• What is a scaled model? (A scaled model is a representation or copy of an object that is larger or

smaller than the actual size of the object being represented.)

Week 5 • What affect does the Earth and moon have on the ocean’s tides? (The tides are caused by the interaction

of Earth, the moon and the sun.)

• How do the positions of the Earth and sun cause the four seasons? (The seasons are caused by the tilt of

Earth’s axis as Earth travels around the sun.)

• What is the difference between a solar and lunar eclipse? (A solar eclipse occurs when the moon passes

between Earth and the sun, blocking the sunlight from reaching the Earth. A lunar eclipse occurs at a

full moon when Earth is directly between the moon and the sun.)

• What characteristics describe a dwarf planet? (A dwarf planet’s characteristics are it orbits around the

sun; has sufficient mass for self gravity to overcome rigid body forces; has not cleared the

neighborhood; and it is not a satellite.)

• How does a dwarf planet compare to a regular planet? (A dwarf planet has the above characteristics

while a regular planet is the opposite.)

• What characteristics explain the planets, moon, dwarf planets, meteors, asteroids and the comets?

(There are many characteristics that can be used to describe each of the items listed above.)

Week 5 • How do the positions of the Earth and sun cause the four seasons? (The seasons are caused by the tilt of





• What characteristics describe a dwarf planet? (A dwarf planet’s characteristics are it orbits around the sun; has sufficient mass for self-gravity to overcome rigid body forces; has not cleared the neighborhood; and it is not a satellite.)


while a regular planet is the opposite.

• What characteristics explain the planets, moon, dwarf planets, meteors, asteroids and the comets?

(There are many characteristics that can be used to describe each of the items listed above.)

Week 5 • What is gravity? (Gravity is a force of attraction between objects that is due to their masses and the

distance between them.

• How does gravity work? (Gravity works every object in space exerts a gravitational pull on every

other, and so gravity influences the paths taken by everything traveling through space.)

• How does gravity affect the movement of an object? (Gravity pulls them back towards the center of

the earth, causing friction with the any surface beneath them.)

• How is gravity related to mass? (The size of the pull depends on the masses of the objects.)



Goal The students will create a scale model of the solar system is a great way for them to experience the vastness of

the solar system and the relative sizes and locations of the planets and other solar system objects.

Role Create a Scaled Model of the Solar System

Audience Teachers, Parents, Students and all other visitors entering the building.

Situation Each student must create a scaled model of the Solar System.

Students will take their knowledge of our solar system and create a 3-dimensional model of it. The planets

should be in the correct order and be relatively proportioned to each other (example: Mars should not be bigger

than Jupiter). The sun should be included as part of the solar system. All planets should be clearly labeled in

some way. (See details below). This is a project meant to not only see how students view the solar system, but

to also showcase their creativity. Students are encouraged to use color and to get creative while learning. All

projects are due no later than (Date to be provided – No projects will be accepted late.!!!!!)

All planets must be included. (Be correct color for each.)

The Sun must also be included. I would prefer that you not go out and purchase the Styrofoam balls. I would

like to see more creativity. Use your imagination and be creative.

Example of materials that can be used:

Card board, Candy, Christmas Ornaments, Cake, Fruit, Fabric, Paper Mache, Rubber Balls, Tape, Wood,

Plastics, Clay, Play Dough (when this dries it cracks, really bad)

And various other materials.

All planets must be labeled with:

1. Name of the planet.

2. The planets do not need to rotate.

3. Only the earth’s moon needs to be included.

4. You MUST include the following facts for each planet:

a. State whether the planet is Terrestrial or Gaseous

b. Distance from the Sun

c. Period of Rotation and Revolution

d. Diameter of the planet

e. The number of Moons the planet has

f. Two or more Interesting Facts about the planet

Product Final Product/ Presentation

Standard/Criteria

for success

Rubrics –

Name: Date: Period:

Rubric—Solar System Project In this project, you will make models of our solar system. You can represent it using any of the following ways listed below. You must include facts about each planet. Make a scale model of the solar system, including the sun, all planets, and their moons. This can be in any form (2-dimensional or 3-dimensional) and may be made with any materials you choose. Include facts about the sun and each of the planets. Create a picture book about the solar system. There should be text on each page describing the sun and planets, as well as any other relevant features. You MUST include the following facts for each planet: Name of the Planet

State whether the planet is Terrestrial or Gaseous

Distance from the Sun

Period of Rotation and Revolution

Diameter of the planet

The number of Moons the planet has

Two or more Interesting Facts about the planet.


Project Scoring Rubric: (See above Rubric)

Resources:

Week 1 Science Fusion Textbook

Word Sort Activity Sheet

Vocabulary Words

Engage Your Brain pp. 173;

Up and Away – (Guided Reading Activity) pp. 174;

Visualize It! – “Composition of the Atmosphere” – pp. 174;

FSA – Composition of Atmosphere

Week 1, 2 Graphic Organizer – “Layers of the Atmosphere” adapted into a Foldable/Flip Book;

FSA – Layers of the Atmosphere

Measure and Reading Weather Charts and Graphs – Virginian-Pilot Weather Report Activity;

Lab – “What is Weather?” – FCPS;

Graphic Organizer – “Weather Instruments”

Week 3 “Air Quality Brochure Activity” SOL 6.6d

Cloud Foldable – “Three Major Types of Cloud” - Grade 6 Virginia Science Fusion Textbook - Why It

Matters – Watching Clouds pp. 227, 234 -240;

Graphic Organizer – Cloud Finder - www.enchantedlearning.com ; FSA – Three Major Types of Clouds;

Precipitation Foldable – “Four Types of Precipitation” – Grade 6 Virginia Science Fusion

Textbook – What is precipitation and how it is measured? Pp. 226;

FSA – Precipitation;

Weather Related Graphic Organizer;

FSA – Grade 6 Virginia Science Fusion Textbook – Unit 5 – Lesson 4 Severe Weather and Weather Safety

pp. 262 – 274.

Week 3 Word Sort; Cloud Foldable, Weather –Related Phenomena Foldable, Precipitation Foldable;

Week 3

Front Foldable; Forecasting Weather – Reading Weather Maps – Making Predictions Activity

Grade 6 Virginia Science Fusion Textbook – Unit 9 – Lesson 2 – Moon Phases and Eclipses pp. 562-571.

“Unique Characteristics of the Earth”

Week 4 Grade 6 Virginia Science Fusion Textbook – Unit 9 – Lesson 3 – Earth’s Tides pp. 576 -585.

Name: Date: Period:

Rubric—Solar System Project This rubric will be used as a guideline to grade your project. Make sure you have covered each area on your project to earn the best grade possible.

Category 5 4 3 2 1

Planets All 8 planets present & the Sun

6-7 planets present

5-6 planets present

3-4 planets present

No planets present

Order of the Planets

All objects are correct order

1-2 objects out of order




Relative Size of the Planets

Correct size in relation to one another

1-2 objects off in size in relation to one another




Color of the Planets

All objects are the colors studied in class

1-2 objects are the wrong color




Facts about Planets

Includes all facts about each planet

Includes all facts about 6-7 planets




Presentation Includes two important facts, materials used to produce, and two facts learned about the Solar System

Includes one important facts, materials used to produce, and two facts learned about the Solar System

Includes one important facts, materials used to produce, and one facts learned about the Solar System

Includes materials used to produce

Includes random information not asked

Possible Points: 100 Student Score: . Teacher Score: .

http://www.enchantedlearning.com/


Week 4 Grade 6 Virginia Science Fusion Textbook – Unit 10 – Lesson 4 – The Terrestrial Planets – pp. 634 – 647;

Lesson 5 – The Gas Giant Planets pp.650 – 661; Lesson 6 – Small Bodies in the Solar System pp. 662 –

675. Students will be responsible for the materials need for the project, including 25 sheet of Construction

Paper, Glue Sticks (3) ***NOTE: The Solar System Books will be completed during class time.

Week 5 Grade 6 Virginia Science Fusion Textbook – Unit 10 – Lesson 6 – Small Bodies in the Solar System pp. 662

– 675. Students will be responsible for the materials need for the project, including 25 sheet of Construction

Paper, Glue Sticks (3) ***NOTE: The Solar System Books will be completed during class time.

Week 5 Benchmark Review Week

Technology: (be specific- list actual website)

Week 1 http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/lesson_plans/grade6/matter/sess_6-6abc.pdf ;

Week 1 http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/lesson_plans/index.shtml – “Air Quality

Brochure Activity”

Week 1 http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/lesson_plans/index.shtml - - “Air Quality

Brochure Activity”

http://epa.gov/climatechange/kids/index.html

Week 3 PowerPoint – Three major types of clouds and Cloud Formation;

http://www.sciencekids.co.nz/videos/weather/clouds.html ;

http://video.nationalgeographic.com/video/101-videos/hurricanes-101 ;

http://video.nationalgeographic.com/video/101-videos/tornadoes-101 ;

http://video.nationalgeographic.com/video/101-videos/droughts ;

http://video.nationalgeographic.com/video/101-videos/lightning ;

Week 3

& 4

http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/lesson_plans/grade6/interrelationships_in_earth-



space_sys/sess_6-8e.pdf ;


space_sys/sess_6-8g.pdf

Oreo Cookie Activity – http://www.lpi.usra.edu/education/workshops/phasesSeasons/OreoPhases.pdf ;

Week 4 www.neok12.com – “Time Lapse of Season” Video

PowerPoint on “Unique Characteristics of the Earth”

Week 5 http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/lesson_plans/grade6/interrelationships_in_earth-



space_sys/sess_6-8g.pdf PowerPoint on each of the Planets and their relative position to the sun made Freeman Science 6

Week 5 PowerPoint on each of the Planets and their relative position to the sun made Freeman Science 6

Week 5 Benchmark Review Week

II. Resources: (what materials will be needed to support the project)

Students will be responsible for the materials need for the project, including 25 sheet of

Construction Paper, Glue Sticks (3) ***NOTE: The Solar System Books will be completed

during class time.




http://epa.gov/climatechange/kids/index.html

http://www.sciencekids.co.nz/videos/weather/clouds.html

http://video.nationalgeographic.com/video/101-videos/hurricanes-101

http://video.nationalgeographic.com/video/101-videos/tornadoes-101

http://video.nationalgeographic.com/video/101-videos/droughts

http://video.nationalgeographic.com/video/101-videos/lightning








http://www.neok12.com/






6th Grade Science Pacing Guide – 2020-2021

2nd Nine Weeks

November 2020 December 2020 January 2021

M T W Th F

2 3 4 1NW

5 2NW

6

9 10

11 12 RC1

13

16

17

18

19

20

23 TB

24 TB

25 TB

26 TB

27 TB

30

M T W Th F

1 2 3 4

7 8 9 10 11

14

15

16

17 IR2

18

21 WB

22 WB

23 WB

24 WB

25 WB

28 WB

29 WB

30 WB

31 WB

M T W Th F

1 WB

4 5 6 7 8

11

12

13 14 15

18 MLK

19 20 21

22

25

26 27

28 2NW

29 TWD

Assessment Dates:

Units Topics Text Reference/Chapter Standards of

Learning

Time Frame

# of blocks/days Interrelationships in

Earth/Space

Systems

b) The Planets and Relative

Position to Sun Grade 6 Virginia Science

Fusion Textbook – Unit 10 –

Lesson 4 – The Terrestrial

Planets – pp. 634 – 647; Lesson

5 – The Gas Giant Planets

pp.650 – 661;

6.2 b 2 days


Earth/Space

Systems

Role of Gravity Grade 6 Virginia Science

Fusion Textbook – Unit 10

Lesson 2 – Gravity and the

Solar System – pp. 608 – 621.

Gravity Activity

6.2 c 1 day


Earth/Space

Systems

b) The Planets and Relative

Position to Sun

Grade 6 Virginia Science


Lesson 4 – The Terrestrial

Planets – pp. 634 – 647; Lesson

5 – The Gas Giant Planets

pp.650 – 661;

6.2 b 2 days


Earth/Space

Systems


organization of the solar

system and the interaction

among the various bodies that

comprise it by:

d) Revolution and rotation


Fusion Textbook - Unit 9 –

Lesson 1 – pp. 552 – 553

Spinning in Circle;

Rotation Revolution Student

Notes;

Interactive Rotation vs.

Revolution Activity;

6.2 d 1 day

Week 6 Interrelationships in

Earth/Space

Systems

i) The history and technology

of space exploration



Exploring Space - Lesson 2 –

pp. 704 – 717 - Technology for

Space Exploration;



Exploring Space – Lesson 3 –

pp. 720 – 733 - History of

Space Exploration;

Space Exploration Timeline

Activity -

http://www.archives.gov/resea

rch/alic/reference/space-

timeline.html

6.2 d 1 day

Week 6


Checkpoint Assessment Benchmark Assessment Start Nine Weeks Holiday

End Nine Weeks

Interim Report

Report Cards

http://www.archives.gov/research/alic/reference/space-timeline.html




Matter

Investigate and understand

that all matter is made up of

atoms by:

a) Structure of an atom;

Cloze Notes - “Atoms”;


Fusion Textbook - Unit 2

Matter – Lesson 1 – Atoms

and Elements - pp. 57 –

Engage Your Brain;


Fusion

Textbook - Guided Reading –

pp. 58 - A Small World;

Lab (FCPS) – “Atom Models;”

Teacher & Student Cloze

Notes;

FSA – Atoms

6.5 a 2 days

Week 6 Matter b) Compare and contrast

atomic structure two

different elements;


Fusion Textbook - Guided

Reading - Unit 2 Matter –

Lesson 1 – Atoms and

Elements – pp. 60– The

Element of Surprise;

Periodic Table

6.5 b 1 day

Week 7

Matter c) Element Chemical

symbols; Grade 6 Virginia Science

Fusion Textbook - Unit 2

Matter – Lesson 1 – Atoms

and Elements – pp. 61;

Elements and the Periodic

Table – What Things Are

Made of – pp. 65 – 68;

Periodic Table;

“What Are Elements?” -

pp.17 – 18.

6.5 c 0.5 day

Week 7

Matter d) Chemical bonds,

molecules and

compounds;



Matter – Lesson 2 – Chemical

Bonding – pp. 67 – Engage

Your Brain;

pp. – 68 – 69 - Hold It

Together;

pp. 70 -71 – “Bonding Time”

6.5 d 0.5 day

Week 7

Matter e) Chemical formulas; Grade 6 Virginia Science



Reactions – pp. 78 – 79-

Guided Reading - “Change it

Up”

6.5 e 1 day

Week 7

Matter f) Balancing chemical

equations; Grade 6 Virginia Science



Reactions – pp. 77 – Engage

Your Brain, pp. 78 – 79 -

Guided Reading – Change It

Up , A pp. 80 – 81 - Balancing

Act;

Cloze Notes – Balancing

Chemical Equations

6.5 f 3 days

Week 8

Matter g) Predominate elements in

atmosphere, oceans,

living matter and Earth’s

crust.

Grade 6 Virginia

Science Fusion Textbook -

Unit 2 Matter – Lesson 1 –

Atoms and Elements – pp. 62 –

63 – Elements in Our World;

Graphic Organizer – Element

Discovery – Enhanced Scope

and Sequence Grade 6 Science

2007 – VDOE

6.5 g 3 days


SOLs:

6.2 The student will investigate and understand the organization of the solar system and the interaction among

the various bodies that comprise it by:

a) the sun, moon, Earth, other planets and their moons, dwarf planets, meteors, asteroids, and comets;

b) relative size of and distance between planets;

c) the role of gravity;

d) revolution and rotation;

i) The history and technology of space exploration.

6.5 The student will investigate and understand that all matter is made up of atoms by:

a) Atoms consist of particles, including electrons, protons, and neutrons;

b) Atoms of a particular element are alike but are different from atoms of other elements;

c) Elements may be represented by chemical symbols;

d) Two or more atoms interact to form new substances, which are held together by electrical forces (bonds);

e) Compounds may be represented by chemical formulas;

f) Chemical equations can be used to model chemical changes;

g) A limited number of elements comprise the largest portion of the solid Earth, living matter, the oceans, and the

atmosphere

6.2 The student will investigate and understand basic sources of energy, their origins, transformations, and uses

by:

a) Potential and kinetic energy;

b) The role of the sun in the formation of most energy sources on Earth;

c) Nonrenewable energy sources;

d) Renewable energy sources;

e) Energy transformations.


6.2 To be successful with this standard, students are expected to:

• Compare and contrast revolution and rotation and apply these terms to the relative movements of planets and

their moons.

• Compare and contrast the ideas of Ptolemy, Aristotle, Copernicus, and Galileo related to the solar system.

• Create and interpret a timeline highlighting the advancements in solar system exploration over the past half

century. This should include information on the first modern rockets, artificial satellites, and orbital missions,

missions to the moon, Mars robotic explorers, and exploration of the outer planets.

6.5 In order to meet this standard, it is expected that students will:

• Create and interpret a simplified modern model of the structure of an atom.

• Compare and contrast the atomic structure of two different elements.

• Explain that elements are represented by symbols.

• Identify the name and number of each element present in a simple molecule or compound, such as O2, H2O,

CO2, or CaCO3.

• Model a simple chemical change with an equation and account for all atoms. Distinguish the types of elements

and number of each element in the chemical equation. (Balancing equations will be further developed in

Physical Science.)

• Name some of the predominant elements found in the atmosphere, the oceans, living matter, and Earth’s crust.


• Compare and contrast potential and kinetic energy through common examples found in the natural environment.

Week 8

Force, Motion &

Energy

Week 14, 15 & 16

Week 17

Week 18 Benchmark Review & Test


• Analyze and describe the transformations of energy involved with the

formation and burning of coal and other fossil fuels.

• Compare and contrast renewable (solar, wind, water [hydropower, tidal and

waves], biofuels, geothermal, and biomass) and nonrenewable energy sources (coal, petroleum, natural gas,

nuclear power).

• Explain that hydrogen is not an energy source, but a means of storing and transporting energy.

• Design an application of the use of solar and wind energy.

• Chart and analyze the energy a person uses during a 24-hour period and determine the sources.

• Compare and contrast energy sources in terms of their origins, how they are utilized, and their availability.

• Analyze the advantages and disadvantages of using various energy sources and their impact on climate and the

environment.

• Analyze and describe how the United States’ energy use has changed over time.

• Analyze and describe sources of energy used in Virginia related to energy use nationally and globally.

• Predict the impact of unanticipated energy shortages.

• Comprehend and apply basic terminology related to energy sources and transformations.

• Create and interpret a model or diagram of an energy transformation.

• Design an investigation that demonstrates how light energy (radiant energy) can be transformed into other forms

of energy (mechanical, chemical and electrical).



(word/definition)



Direct - Sunlight that is not blocked by shade; unobstructed sunlight;

Indirect - Light that is diffused but fills the area.

Hemisphere - a half of the earth, usually as divided into northern and southern halves by the equator,




Week 11 Gravity - the force that attracts a body toward the center of the earth, or toward any other physical

body having mass. For most purposes Newton's laws of gravity apply, with minor modifications to take

the general theory of relativity into account.




Telescope - an optical instrument designed to make distant objects appear nearer.


an orbit.


Rotate – to spin,






Telescope - an optical instrument designed to make distant objects appear nearer. Week 12 Atom – the smallest unit of an element that maintains the properties of that element;

Electron – a subatomic particle that has a negative charge;

Element – a substance that cannot be separated or broken down into simpler substances by chemical

means;

Neutron – a subatomic particle that has no charge and that is located in the nucleus of an atom;

Nucleus - the central and most important part of an atom;

Proton – a subatomic particle that has a positive charge and that is located in the nucleus of an atom;

Subatomic particle - a particle smaller than an atom (e.g., a neutron) or a cluster of such particles

(e.g., an alpha particle).

Week 13 Atom – the smallest unit of an element that maintains the properties of that element;



means;



Nucleus - the central and most important part of an atom;


Subatomic particle - a particle smaller than an atom (e.g., a neutron) or a cluster of such particles


Element symbols – symbols that are used for the elements on the periodic table.

Chemical bond – is a lasting attraction between atoms that enables the formation

of chemical compounds.

Molecules – is the smallest particle in a chemical element or compound that has the chemical

properties of that element or compound.

Compounds - a thing that is composed of two or more separate elements; a mixture.

Week 14, 15, & 16 Atom – the smallest unit of an element that maintains the properties of that element;



means;


Nucleus – the central and most important part of an atom;


Subatomic particle – a particle smaller than an atom (e.g., a neutron) or a cluster of such particles


Chemical formula – is a way of expressing information about the proportions of atoms that

constitute a particular chemical compound, using a single line of chemical element symbols,

numbers, and sometimes also other symbols, such as parentheses, dashes, brackets, commas and

plus (+) and minus (−) signs.

Balancing chemical equations – A balanced chemical equation occurs when the number of the

different atoms of elements in the reactants side is equal to that of the products side.

Week 17 Atmosphere – the envelope of gases surrounding the earth or another planet.

Oceans - a very large expanse of sea, in particular, each of the main areas into which the sea is divided

geographically.

Living matter - All living things, including animals and plants.

Earth’s crust - The crust of the Earth is composed of a great variety of igneous, metamorphic, and

sedimentary rocks.



Students will need to be asked the following questions to strengthen their knowledge, understanding, and explanation

of the content:

Week 10 • How do the positions of the Earth and sun cause the four seasons? (The seasons are caused by the tilt of





• What characteristics describe a dwarf planet? (A dwarf planet’s characteristics are it orbits

around the sun; has sufficient mass for self-gravity to overcome rigid body forces; has not cleared the

neighborhood; and it is not a satellite.)


while a regular planet is the opposite.) What characteristics explain the planets, moon, dwarf planets, meteors, asteroids and the comets? (There are many characteristics that can be used to describe each of the items listed above.)

Week 11 • What is gravity? (Gravity is a force of attraction between objects that is due to their masses and the

distance between them.

• How does gravity work? (Gravity works every object in space exerts a gravitational pull on every

other, and so gravity influences the paths taken by everything traveling through space.)

• How does gravity affect the movement of an object? (Gravity pulls them back towards the center of

the earth, causing friction with the any surface beneath them.)

• How is gravity related to mass? (The size of the pull depends on the masses of the objects.)

Week 11 • What is a revolution? (The movement of a body in space around another body.)

• What is a rotation? (The movement of a space object turning on its own axis.)

• How does the rotation and revolution of the Earth affect units of time on Earth? (Rotation of the Earth

causes us to have day and night in a 24 hour period of time; the revolution of the Earth causes the earth

to experience a year in time.)

• Why do we have seasons? (We have seasons because of the tilt of the Earth on its axis of 23.5 degrees

as it travels around the sun.)

• How does the gravitational pull and location of the sun, moon, and Earth affect ocean tides? (Tides are

caused by the interaction of Earth, the moon and the sun as the gravity causes the tidal bulges to occur

on the side facing the moon.)

Week 11 • Recall development of early theories and discoveries made by Copernicus, Galileo, Aristotle, and

Ptolemy. (Copernicus adopted the idea that planetary paths should be in a perfect circle. Galileo

invented the telescope, he provided support for the heliocentric view of the solar system. Aristotle model


placed the moon, sun, planets and stars of circles that surrounded Earth. And Ptolemy developed a

detailed geocentric model that was used by astronomers for the next 14 centuries.)

• Recognize the importance of space exploration and the usefulness of the data collected. (Curiosity and

the desire to understand the unknown paved the way for space exploration.)

• Identify the instruments used to collect data from space. (Hubble Space Telescope, Chandra X-ray

Observatory, Spitizer Space Telescope, Fermi-Gamma- ray Space Telescope).

• Describe non-planetary objects discovered by space instruments. (Asteroid is a small, irregularly

shaped, rocky object that orbits of Mars; meteoroid a sand grain-to boulder-sized, rocky body that

travels through a space; meteor is a bright streak of light that results when a meteoroid burns up in the

Earth’s atmosphere.)

• Describe how space instruments provide evidence of planetary structures and the evolution of the

universe. (Hubble Telescope used to sends back images to help us examine and study changes of

structures and the evolution of the universe.)

• Analyze the risks and benefits of the International Space Station. (Space can be a potentially hazardous

environment to live and work in, especially when it comes to radiation. Originating from violent storms

on the sun and galactic cosmic rays produced in distant supernovae explosion, this natural radiation

can pose a serious health risk for astronauts on long-duration space missions like those on the

International Space Station.)n long-duration space missions like those on.

Week 12 • What are the subatomic particles of an atom? (The subatomic particles are protons, neutrons, electrons,

and nucleus.)

• Where are the subatomic particles of an atom located, and what is the charge that each has? (The

protons and neutrons a nucleus; and electrons are found in the shell, orbit, or cloud. The protons are

positive, neutrons are neutral, and the electrons are negative).

• What are the parts of the atom? (The parts of the atoms are protons, neutrons, electrons and nucleus.)

• What are their properties? (The protons are positive, neutrons are neutral, and the electrons are

negative.)

Week 13, 14, 15 & 16 • How does an atom of one element differ from that of another element? (The number of protons,

electrons, and neutrons are different.)

• How do differences in the structure of atoms determine their identity, function, and properties? (The

number of protons identifies what element it is and the number of electrons will assist in functions and

the bonds that the element will make.)

• How do chemical reactions cause change within systems? (human body, household, ecosystem, space)

(During a chemical reaction, the bonds that hold atoms together may be formed or broken, and these

may have different properties than the original substances.)

• How has the contributions of scientists advanced our knowledge of matter and atomic structure?

(Scientist research advancements and knowledge have helped us to better understand how matter and

atomic structure changes over time.)

• What are compounds? (A substance in which two or more elements is chemically combined in a set

ratio.)

• How are compounds represented? (Compounds are represented by chemical formulas.)

• How are elements in compounds held together? (Elements in a compound are held together by chemical

compounds.)

• What are chemical formulas? (A chemical formula uses chemical symbols and numbers to represent a

given chemical substance.)

• How are chemical equations used to model chemical changes? (A chemical equation is an expression

that uses symbols to show the relationship between the starting substances and the substances that re

produced by a chemical reaction.)





Week 17 What are the predominate elements of the earth’s crust? (Oxygen, silicone, aluminum and iron are the

predominate elements that make up the Earth’s crust.



Project Scoring Rubric: The rubric is found above.

Resources:

Week 1 Grade 6 Virginia Science Fusion Textbook - Unit 9 – Lesson 1 – pp. 552 – 553 Spinning in Circle;

Rotation Revolution Student Notes; Word Sort;

Interactive Rotation vs. Revolution Activity; Graphic Organizer – Rotation vs. Revolution

Grade 6 Virginia Science Fusion Textbook – Unit 11 – Exploring Space - Lesson 2 – pp. 704 – 717 -

Technology for Space Exploration; Graphic Organizer “Ptolemy, Aristotle, Copernicus and Galileo”

Grade 6 Virginia Science Fusion Textbook – Unit 11 – Exploring Space – Lesson 3 – pp. 720 – 733 - History

of Space Exploration; Create a timeline of History of Space Exploration Activity & History of Technology in

Space Exploration.

Grade 6 Virginia Science Fusion Textbook – “Visual Summary” – pp. 732.

Week 2 Cloze Notes - “Atoms”; Word Sort Vocabulary Foldable

Grade 6 Virginia Science Fusion Textbook - Unit 2 Matter – Lesson 1 – Atoms and Elements - pp. 57 –

Engage Your Brain;

Grade 6 Virginia Science Fusion Textbook - Guided Reading – pp. 58 - A Small World;

Lab (FCPS) – “Atom Models;”

Goal The student will create and discuss the characteristics of the tiny particles that make up all

matter known as atoms and elements. For this mini-project the student will need to illustrate the

atom and a specific element, its parts, and any other applicable information.

Role Create a Mini-Atom Project and T-Shirt of an Atom

Audience Teacher & students

Situation http://www.sciencewithmrjones.com/downloads/chemistry/atoms/atoms_mini_project_-_student_ws.pdf

Product A Drawing, A Song, A Poem, A Children’s Book, 3-D Model, or An Autobiography and a

Atom T-Shirt

Standard/Criteria

for success

Component Exceptional

(10-9 Points)

Acceptable

(8-7 Points)

Marginal

(6-5 Points)

Points

Neatness Extremely neat

and meticulously

constructed;

project appears

to have taken a

lot of time and

effort.

Neatly put

together, but

does have the

potential to be

neater.

Messy project

that appears to

have been

completed at the

last minute.

Creativity Was extremely

clever and

composed with

originality;

uniquely made

project.

Added a few

original touches

to enhance the

project.

Little creative

energy used

during this

project.

Accuracy Atoms and all of

their components

are accurately

and clearly

illustrated within

the project.

Atoms and their

components are

partially accurate

within the

project and/or

some

components are

missing.

Atoms and many

of their

components are

missing and/or

inaccurate.

Presentation Project was

presented in an

enthusiastic,

informative, and

thorough

manner.

Project was

presented in an

informative

manner.

Project was

presented in a

lackluster and

non-informative

manner.

Comments

Out of 40

http://www.sciencewithmrjones.com/downloads/chemistry/atoms/atoms_mini_project_-_student_ws.pdf

http://www.sciencewithmrjones.com/downloads/chemistry/atoms/atoms_mini_project_-_student_ws.pdf


Teacher & Student Cloze Notes;

FSA – Atoms;

Grade 6 Virginia Science Fusion Textbook - Guided Reading - Unit 2 Matter – Lesson 1 – Atoms and

Elements – pp. 60– The Element of Surprise;

Periodic Table;

Week 3 Grade 6 Virginia Science Fusion Textbook - Unit 2 Matter – Lesson 1 – Atoms and Elements – pp. 61;

Elements and the Periodic Table – What Things Are Made of – pp. 65 – 68;

Periodic Table;

“What Are Elements?” - pp.17 – 18;

Grade 6 Virginia Science Fusion Textbook – Unit 2 Matter – Lesson 2 – Chemical Bonding – pp. 67 –

Engage Your Brain;

pp. – 68 – 69 - Hold It Together;

pp. 70 -71 – “Bonding Time”;

Grade 6 Virginia Science Fusion Textbook - Unit 2 – Matter – Lesson 3 – Chemical Reactions – pp. 78 – 79-

Guided Reading - “Change it Up”

Week 4 Grade 6 Virginia Science Fusion Textbook - Unit 2 – Matter – Lesson 3 – Chemical Reactions – pp. 77 –

Engage Your Brain, pp. 78 – 79 - Guided Reading – Change It Up , A pp. 80 – 81 - Balancing Act;

Cloze Notes – Balancing Chemical Equations

Week 5 Balancing Chemical Equations (Cont. from previous week)

Week 6

Grade 6 Virginia

Science Fusion Textbook - Unit 2 Matter – Lesson 1 – Atoms and Elements – pp. 62 – 63 – Elements in Our

World;

Graphic Organizer – Element Discovery – Enhanced Scope and Sequence Grade 6 Science 2007 – VDOE

Week 7 Introduced Energy – Potential and Kinetic Energy PowerPoint; Coal Formation Guided Reading Activity;

Grade 6 Virginia Science Fusion Textbook – “Coal Forms from Plant Remains” – pp. 441

Week 8

Energy Transformation Virginia Science Fusion

Heat TransferConduction, Convection and Radiation

(Benchmark Study Guide and Review);

Grade 6 – Virginia Science Fusion Textbook – “Engage Your Brain” – Natural Resources – pp. 413;

Graphic Organizer – Venn Diagram Renewable VS Nonrenewable Energy Sources; Word Sort

Week 9 Benchmark Testing

Technology: (be specific- list actual website)

Week 1 Rotation and revolution-

http://www.archives.gov/research/alic/reference/space-timeline.html;

www.slideshare.net/awboan/rotation-vs-revolution;

http://esminfo.prehall.com/science/geoanimations/animations/01_Earthun_E2.html; Space Exploration

Timeline Activity -

Week 2 http://www.sciencewithmrjones.com/downloads/chemistry/atoms/atoms_mini_project_student_ws.pdf

Week 3 http://www.sciencewear.net/atomic-attire.html

Week 4 None

Week 5 None

Week 6 None

Week 7 http://www.energyeducation.tx.gov/energy/section_1/topics/potential_and_kinetic_energy/index.html

Week 8 http://studyjams.scholatic.com/studyjams/jams/science/matter/energy-and-matter,htm

Week 9 Benchmark Testing


White T-Shirts from http://www.sciencewear.net/atomic-attire.html at $5.00 each per student

Fabric Markers and Paint

Stencils (Tier 1)

Periodic Table

Poster Board (Different Colors)

Markers

Color Pencils

Booklets

A variety of materials to make 3-D models – ping pong balls

Styrofoam balls

Wooden skewers

Extra Large Marshmallows

Index Cards


http://www.slideshare.net/awboan/rotation-vs-revolution

http://esminfo.prehall.com/science/geoanimations/animations/01_Earthun_E2.html

http://www.sciencewithmrjones.com/downloads/chemistry/atoms/atoms_mini_project_student_ws.pdf

http://www.sciencewear.net/atomic-attire.html

http://www.energyeducation.tx.gov/energy/section_1/topics/potential_and_kinetic_energy/index.html

http://studyjams.scholatic.com/studyjams/jams/science/matter/energy-and-matter,htm

http://www.sciencewear.net/atomic-attire.html


Glue stick

Space Exploration Timeline Activity -


6th Grade Science Pacing Guide– 2020-2021 3rd Nine Weeks

Units Topics Text Reference/

Chapter

Standards of

Learning

Time Frame


Force, Motion &

Energy

Investigate and understand basic

sources of energy, their origins,

transformations, and uses by:

a) Potential and kinetic energy;

Science Fusion Textbook

- Change it Up! – pp.

418;

Science Fusion Textbook

– Energize Me! – pp. 426

– 427;


Venn Diagram. http://www.doe.virginia.gov/testing/sol

/standards_docs/science/2010/lesson_p

lans/grade6/force_motion_energy/sess

_6-3a.pdf

6.4 a 2 days

Week 19 Force, Motion &

Energy

b) The role of the sun in the

formation of most energy

sources;

Coal Basics – Guided

Reading - Formation and

Burning of Coal Article

and Questions.


Fusion Textbook – pp.

441 - Coal Forms from

Plant Remains; http://www.doe.virginia.gov/testing/sol



_6-3bce.pdf ;

6.4 a 3 days


Energy

c) Nonrenewable energy sources; Grade 6 Virginia Science


Earth’s Resources –

Lesson 2 – Natural

Resources – pp. 413 –

415; http://www.doe.virginia.gov/testing/sol



_6-3bce.pdf ;

6.4 d 2 days


Energy

d) Renewable energy sources Grade 6 Virginia Science



Lesson 2 - pp. 415; http://www.doe.virginia.gov/testing/sol



_6-3d.pdf ;

6.4 d 3 days


Energy

e) Energy transformations Grade 6 Virginia Science



Lesson 3 – Changing –

6.4 d 3 days

February 2021 March 2021 April 2021

M T W Th F

1 2 3 4 5

8

9

10 11 RC2

12

15 EC

16 17 18 19

22

23 24 25 26

M T W Th F

1 2 3 4 5

8 9 10

11 12 IR3

15 EC

16 17 18 19

22 23 24 25 26

29 30 31

M T W Th F

1 2 SB

5 SB

6 SB

7 SB

8 SB

9 SB

12 3NW

13 4NW

14

15

16

19

20 RC3

21

22 23

26 27 28 29 30

Assessment Dates:


Holiday Checkpoint Assessment Benchmark Assessment Beginning/End of Nine Weeks

http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/lesson_plans/grade6/force_motion_energy/sess_6-3a.pdf




http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/lesson_plans/grade6/force_motion_energy/sess_6-3bce.pdf








http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/lesson_plans/grade6/force_motion_energy/sess_6-3d.pdf





pp. 428 – 432; http://www.doe.virginia.gov/testing/sol



_6-3bce.pdf ;

Week 21

Force, Motion &

Energy

Investigate and understand the role

of solar energy in driving most

natural processes within the

atmosphere, the hydrosphere, and

on Earth’s surface by:

b) Conduction, convection & radiation

http://studyjams.scholastic.com/studyj

ams/jams/science/energy-light-

sound/heat.htm ;

https://www.wisc-

online.com/learn/natural-

science/earth-science/sce304/heat-

transfer--conduction--convection--

radiation ;



Earth’s Atmosphere –

Lesson 2 – “Energy

Transfer” – pp. 182-183

- Engage Your Brain;

6.4 c 4 Days

Week 22

Force, Motion &

Energy

c) Motion of atmosphere and

oceans



– Earth’s Atmosphere –


Transfer” – pp. 184- 185

Guided Reading - Hot

and Cold;

6.4 c 2 days

Week 22

Force, Motion &

Energy

a) Earth’s energy budget



– Earth’s Atmosphere –


Transfer” – pp. 186-194

- Guided Reading –

“Getting Warm”

6.4 b 3 days

Week 23

Force, Motion &

Energy


unique properties and characteristics

of water and its roles in the natural

and human-made environment by:

b) Properties of Water

http://www.doe.virginia.gov

/testing/sol/standards_docs/

science/2010/lesson_plans/in

dex.shtml (Grade 6);



Water on Earth – Lesson 1

– “Water and Its

Properties” – pp. 335 –

Engage Your Brain;



Water on Earth – Lesson 1

– “Water and Its

Properties” – pp. 336-343 –

“Watered Down”

6.6 b 3 days

Week 23

Force, Motion &

Energy





a) Universal solvent

Unit 6 – Water on Earth –

Lesson 1 – “Water and Its

Properties”

6.6 a 1 day

Week 23

Force, Motion &

Energy





c) Chemical and physical

weathering



Properties”

6.6 d 1 day

Week 24

Force, Motion &

Energy





d) Ability of water to store thermal



Properties”

6.6 c 1 day





http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/heat.htm



https://www.wisc-online.com/learn/natural-science/earth-science/sce304/heat-transfer--conduction--convection--radiation










energy

Week 24

Force, Motion &

Energy





e) Importance of water to

agriculture, power and public health



Properties”

6.6 f 2 days

Week 24

Force, Motion &

Energy





f) Protecting and maintaining water

resources



Properties”

6.5 f 2 days

Week 25

Living Systems Investigate and understand the

natural processes and human

interactions that affect watershed

systems by:

a) Watersheds;



– Water on Earth – pp.

378 – “Water, Water

Everywhere!”

6.8 a 2 days

Week 25




systems by:

b) Virginia watersheds




378 – “Water, Water

Everywhere!”

6.8 b 2 days

Week 25 & 26




systems by:

c) Divides, tributaries, river

systems and processes




365 & 378 – “Within

Watersheds”

6.8 b 2 days

Week 26




systems by:

d) Wetlands




379 - “What is a

Wetland?”

6.8 d 2 days

Week 26

Living Systems e) Estuaries Grade 6 Virginia Science



380 –“What is an

Estuary?”

6.8 d 2 days

Week 27

Living Systems f) Conservation, health & safety of

watersheds




388 -389 – “Taking Care

of Business”

6.8 d 2 days

Week 27

Living Systems g) Water monitoring and analysis Grade 6 Virginia Science


– pp. 492 – 495 – “Under

Threat”

6.8 d 3 days

Week 28 Benchmark Review & Test


SOLs:

6.4 The student will investigate and understand the role of solar energy in

driving most natural processes within the atmosphere, the hydrosphere, and on Earth’s surface. Key

concepts include:

a) Earth’s energy budget;

b) The role of radiation and convection in the distribution of energy;

c) The motion of the atmosphere and the oceans.

6.6 The student will investigate and understand the unique properties and characteristics of water and its roles

in the natural and human-made environment. Key concepts include:

a) Water as the universal solvent;

b) The properties of water in all three phases;

c) The action of water in physical and chemical weathering;

d) The ability of large bodies of water to store thermal energy and moderate climate;

e) The importance of water for agriculture, power generation, and public health; and

f) The importance of protecting and maintaining water resources.

6.8 The student will investigate and understand the natural processes and human interactions that affect

watershed systems. Key concepts include:

a) The health of ecosystems and the abiotic factors of a watershed;

b) The location and structure of Virginia’s regional watershed systems;

c) Divides, tributaries, river systems, and river and stream processes;

d) Wetlands;

e) Estuaries;

f) Major conservation, health, and safety issues associated with watersheds; and

g) Water monitoring and analysis using field equipment including hand-held technology.



• Comprehend and apply basic terminology related to solar energy, including wavelength; ultraviolet, visible, and

infrared radiation; and reflection and absorption.

• Analyze and interpret a chart or diagram showing Earth’s energy budget.

• Analyze, model, and explain the greenhouse effect in terms of the energy entering and leaving the atmosphere.

• Design an investigation to determine the effect of sunlight on the heating of a surface.

• Analyze and explain how convection currents occur and how they distribute thermal energy in the atmosphere

and oceans.

• Analyze the role of heating and cooling in the formation of clouds.

• Order the sequence of events that takes place in the formation of a cloud.

• Describe the relationship between thermal energy and the formation of hurricanes and thunderstorms.


• Comprehend and apply key terminology related to water and its properties and uses.

• Model and explain the shape and composition of a water molecule.

• Design an investigation to demonstrate the ability of water to dissolve materials.

• Comprehend the adhesive and cohesive properties of water.

• Compare the effects of adding thermal energy to the states of water.

• Explain why ice is less dense than liquid water.

• Relate the three states of water to the water cycle.

• Design an investigation to model the action of freezing water on rock material.

• Design an investigation to determine the presence of water in plant material (e.g., a fruit).

• Infer how the unique properties of water are key to the life processes of organisms.

• Design an investigation to model the action of acidified water on building materials such as concrete, limestone,

or marble.

• Chart, record, and describe evidence of chemical weathering in the local environment.


• Analyze and explain the difference in average winter temperatures among areas

in central and western Virginia and cities and counties along the Chesapeake

Bay and Atlantic coast.

• Explain the role of water in power generation.

• Describe the importance of careful management of water resources.


• Comprehend and apply basic terminology related to watersheds.

• Use topographic maps to determine the location and size of Virginia’s regional watershed systems.

• Locate their own local watershed and the rivers and streams associated with it.

• Design an investigation to model the effects of stream flow on various slopes.

• Analyze and explain the functioning of wetlands and appraise the value of wetlands to humans.

• Explain what an estuary is and why it is important to people.

• Propose ways to maintain water quality within a watershed.

• Explain the factors that affect water quality in a watershed and how those factors can affect an ecosystem.

• Forecast potential water-related issues that may become important in the future.

• Locate and critique a media article or editorial (print or electronic) concerning water use or water quality.

Analyze and evaluate the science concepts involved.

• Argue for and against commercially developing a parcel of land containing a large wetland area.

• Design and defend a land-use model that minimizes negative impact.

• Measure, record, and analyze a variety of water quality indicators and describe what they mean to the health of

an ecosystem.



(word/definition)

Week 19 Energy sources - At this place you learn about sources of energy;

Energy transformation - energy conversion is the process of changing one form of energy to another;

Forms of energy – a variety of type of energy;

Kinetic energy – energy of motion;

Potential energy – stored energy.

Week 19 Solar radiation - is radiant energy emitted by the sun, particularly electromagnetic energy. About

half of the radiation is in the visible short-wave part of the spectrum;

Spectrum – a range of electromagnetic radiation that is ordered by wavelength or frequency;

Transmit - to send (information, sound, etc.) in the form of electrical signals to a radio, television,

computer, etc. : to give or pass (information, values, etc.) from one person;

Ultraviolet – a form of energy with wavelength that are shorter than visible light;

Visible light - the light that is seen;

Wavelength – the horizontal distance between two wave crest.

Week 20 Energy transformation - energy conversion is the process of changing one form of energy to

another;

Nonrenewable resources - is a resource that does not renew itself at a sufficient rate for

sustainable economic extraction in meaningful human timeframes.

Renewable resources - any natural resource (as wood or solar energy) that can be replenished

naturally with the passage of time

Week 21 Energy transformation - energy conversion is the process of changing one form of energy to

another;

Mechanical energy – energy associated with the motion or position of an object;

Thermal energy – is a measure of energy of the particles in an object;

Chemical energy – energy stored in bonds that hold chemical compounds together;

Electrical energy – the energy that electricity carries;

Electromagnetic energy – energy that travels in waves;

Nuclear energy – potential energy stored in the nucleus of an atom and is released during nuclear

reactions.

Week 21 Atmospheric pressure – the measure of the force with which air molecules push on a surface;

Conduction – is the transfer of heat from one substance to another by direct contact of particles of

matter;

Convection – the transfer of heat by movement of a fluid;

Heat transfer – the movement of energy from a warmer object to a cooler object;

Radiation – the direct transfer of energy through empty space by electromagnetic waves;

Thermal energy – The energy of motion in the molecules of a substance;

Thermal expansion – is the tendency of matter to change in volume in response to a change in


temperature, through heat transfer.

Week 22 Absorb - take in or soak up (energy, or a liquid or other substance) by chemical or physical action,

typically gradually;

Electromagnetic – a form of energy that can travel through space;

Infrared – a form of energy with wavelengths that are longer than visible light;

Radiation - the direct transfer of energy through empty space by electromagnetic waves;

Reflect - to cast back (light, heat, sound, etc.) from a surface:;

Refract - is the change in direction of a wave due to a change in its transmission medium;

Week 23 Boiling point – the temperature at which a substance changes from a liquid to a gas;

Condensation – the process by which a gas, such as water vapor, changes to liquid, such was water;

Evaporation – the process by which molecules at the surface of a liquid, such as water, absorb enough

energy to change to a gaseous state, such as water vapor;

Melting point – the point at which a solid changes into a liquid;

Adhesion - the action or process of adhering to a surface or object;

Capillary action – the combined force of attraction among water molecules and with the molecules of

surrounding materials;

Cohesion - the action or process of adhering to a surface or object;

Gravity – is the force that moves rock and other materials downhill;

Molecule – two or more atoms that are bonded together form a particle;

Surface tension – is the tightness across the surface of water that is caused by the polar molecules

pulling on each other.

Week 23 Adhesion - the action or process of adhering to a surface or object;

Solute – a substance that is present in a solution in a smaller amount and dissolved by the solvent;

Solution - a liquid mixture in which the minor component (the solute) is uniformly distributed within the major component (the solvent);

Solvent - able to dissolve other substances;

Universal solvent – the ability to dissolve any thing in it.

Week 24 Climate – describes the weather conditions in an area over a long period of time;

Convection – is the transfer of energy due to the movement of matter;

Heat – is the energy that is transferred between objects that are at different temperatures;

Temperature - is a measure of average kinetic energy of particles;

Thermal energy – is the total kinetic energy of particles.

Week 24 Alternative source of energy - refers to energy sources that have no undesired consequences such for

example fossil fuels or nuclear energy;

Electricity - a form of energy resulting from the existence of charged particles (such as electrons or

protons), either statically as an accumulation of charge or dynamically as a current;

Energy transformation - energy conversion is the process of changing one form of energy to another;

Fossil fuel - A hydrocarbon deposit, such as petroleum, coal, or natural gas, derived from living matter

of a previous geologic time and used for fuel; Generator - a machine that converts one form of energy into another, especially mechanical energy

into electrical energy;

Week 24 Hydroelectric power – is a renewable resource that is produced by moving water;

Nonrenewable – a resource that forms at a rate that is much slower than the rate at which the

resources is consumed;

Renewable – a natural resources that can be replaced at the same rate at which it is consumed;

Turbine – a machine used to harness wind energy.

Week 24 Water quality – is the availability of water;

Point source pollution – pollution that comes from a specific sources;

Nonpoint source pollution – pollution that comes from small sources and is more difficult to control;

Conservation - the action of conserving something, in particular;

Stewardship – is the careful and responsible management of resources.

Week 25 Conservation – is the protection and wise use of natural resources;

Natural resources – any material that is used by people;

Nonrenewable resources – a natural resource that is used much faster than it can be replaced;

Renewable resources – a natural resource that can be replaced as quickly as the resource is used;

Watershed – is the area of land that is drained by a river system.

Week 25 & 26 Divides – is the elevated boundary separating areas that are drained by different river systems.

Tributaries – is a freshwater stream that feeds into a larger stream or river.

River systems – is a way of describing the larger networks of streams, lakes and rivers that are part of

a larger river's network of tributaries and distributaries.

River processes – the river is like an organisms and therefore carries out a variety of processes over its

course of it’s’ life cycle.

Wetlands – land consisting of marshes or swamps; saturated land.

Estuaries - the tidal mouth of a large river, where the tide meets the stream.

Week 27 Acidic: the condition of water or soil that contains a sufficient amount of acid substances to lower the

pH below 7.0.

Alkaline: relating to or having the properties of a base.

Basic: the measure of pH with values above 7, Reflection of the log number of hydrogen ions in


solution.

Buffer: a solution or liquid whose chemical makeup is such that it minimizes changes in pH when

acids or bases are added to it.

Clarity: clearness of appearance.

Salinity: The percentage of salt in water.

Salts: Minerals that water picks up as it passes through the air, over and under the ground, or from

households and industry.

Secchi Disk: a device for measuring the turbidity of a body of water by measuring the depth at which a

black-and- white disk is no longer visible.

Silt: the loose sedimentary material with rock particles no larger than 1/20th of a millimeter. Silt

deposits contain less than 20% clay.

Stratification: to form, arrange, or deposit in layers. A layer configuration.

Stream Flow: amount of water passing a particular point in a given amount of time in a stream.

Stream Flow Direction: general direction, or orientation — such as north, south, east, or west, that

water in a stream is moving.

Suspended solids: a solid particle in the water that is not dissolved in that water.

Total dissolved solids – The amount of material (inorganic salts and small amounts of organic

material) dissolved in water.

Turbidity: a measure of how much material is suspended in water.

Week 28 Benchmark


Students will need to be asked the following questions to strengthen their knowledge, understanding, and explanation

of the content:

Week 19 • What is the difference between potential and kinetic energy? (Potential energy is stored energy and

kinetic energy is energy of motion.)

• What is the role of the sun in the formation of Earth’s energy? (The sun the source of energy for the

Earth.)

• How does energy change form? (Energy transformation is the change of one form of energy to

another and it changes by a chemical reaction.)

• How is electrical energy generated? (Electrical energy converts potential energy to kinetic energy,

causing wheel in a turbine to spin inside a magnet in a generator.)

Week 19 • What is solar energy? (Solar energy is energy that travels in waves.)

• Where does solar energy come from? (Solar energy comes from the sun.)

• What is solar energy used for? (Solar energy has a variety of uses including generating electricity,

providing light or a comfortable interior environment, and heating water for domestic, commercial,

or industrial use.)

• How is the energy from the sun used to power Earth’s processes? (The Sun is the source of most of

the energy on Earth--the power source for plants, the cause of flows of atmosphere and of water,

the source of the warmth which makes life possible.)

• How are radiation and convection involved in the transfer of energy? (Heat can be transmitted

though empty space by thermal radiation often called infrared radiation and Convection occurs

when warmer areas of a liquid or gas rise to cooler areas in the liquid or gas. Cooler liquid or gas

then takes the place of the warmer areas which have risen higher. This results in a continuous

circulation pattern.)

Week 20 • What are some nonrenewable energy sources? (Nonrenewable resources are resources that take a

long period of time to develop.)

• What are some renewable energy sources? (A renewable resource is a resource that can easily

replaced or replenished.)

• How can energy conservation impact your daily life? (Energy conservation impact our daily lives

because it makes life better by reducing air pollution and keeping our water supply clean and

available for human consumption.)

• How do energy resources change over time? (The amount of energy has changed over time due to

the needs of people.)

Week 21 • What are the basic forms of energy? (The basic forms of energy are chemical, electrical,

thermal, and mechanical.)

• What are the specific sources of energy? (The specific sources of energy can be from a variety

http://www.edinformatics.com/math_science/electromagnetic_spectrum.htm


of places based on the type of energy.)

• In what ways are primary energy sources transferred? (The first main kind of energy is kinetic

energy, the energy of motion and action. Heat is a total of kinetic energy of atoms, ions or

molecules. When these chemical compounds are in motion due to kinetic energy they will warm

up. You cannot always detect heat that originates from kinetic energy, because sometimes the

heat of a substance can rise without an additional rise in temperature. The second main kind of

energy is potential energy, energy that is stored and potentially available for use. Before

potential energy can be used it is transferred into kinetic energy.)

Week 21 • What are the three ways heat can be transferred? (Heat can be transferred by conduction,

convection and radiation.)

• Can I identify different types of heat transfer as conduction, convection, or radiation? (Conduction

is the transfer of energy from one object to another object through direct contact. Convection is the

transfer of energy due to the movement of matter. Radiation is transferred of energy between

objects that re not in direct contact with each other.)

• How is heat produced? (Heat can be produced in many ways, such as burning, rubbing, or mixing

one substance with another. Heat can move from one object to another by conduction.)

• What kind of changes does heat cause? (When warmer things are put with cooler ones, the warmer

things get cooler and the cooler things get warmer until they all are the same temperature.)

• How can heat from the sun be used to do useful work? (The sun is a major source of energy for

changes to the surface of the Earth.)

Week 22 • What is heat? (Heat is the energy that is transferred between objects that are at different

temperatures.)

• What is the difference between nuclear fission and nuclear fusion? (Nuclear fission is when nuclei

of a radioactive atom splits into two or more fragments and nuclear fusion is the process by which

two or more nuclei fuse together to form a larger nucleus.)

• How does the sun’s energy change into other forms of energy on Earth? (Energy from the sun that

reaches Earth is a form of radiant energy.)

Week 22 • What is the role of radiation, conduction, and convection in Earth’s energy budget? (The role of

radiation, conduction and convection in Earth’s energy budget is the transfer of heat from the sun

to the Earth.)

• How can you differentiated between the different types of electromagnetic waves? (The different

types of electromagnetic waves have different wavelengths.)

• How does the sun’s energy arrive as light? (This energy arrives in the form of electromagnetic

radiation, which is energy that travels in waves.)

• How can you distinguish white light from the other colors of the visible spectrum? (White light is a

mixture of colors, which we conventionally divide into six major hues—red, orange, yellow, green,

blue, and violet – which the visible light spectrum when passed through a prism.)

• What are the effects of the different wavelengths of light? (The effect of different wavelengths of

light is can vary depending on what item is being affected.)

Week 23 • What unique properties does water possess that key to life? (Water has several properties that

make it unique amongst compounds and make it possible for all forms of known life to function. A)

It is the only natural substance found in all three physical states at the temperatures that naturally

occur on Earth. B) Ice is less dense than water, C) It has a very high melting and boiling point, D)

it is a universal solvent, and E) has a high specific heat capacity, F) surface tension and G)

capillary action.)

• What are the properties of water in all three states? (The three states of matter for water are solid-

ice crystals; liquid – water droplet; and gas – water vapor.

• Why is water the universal solvent? (Water is a universal solvent because it can dissolve anything

in it.)

• What gives water the ability to dissolve so many solutes? (Water has the ability to dissolve so many

solutes because of its electrical charge.)

• How does the ability of water to dissolve materials aid in life processes? (Dissolved oxygen

influences the temperature and the salinity of the water, it also affects the amount nutrients

available for organisms to carry out their life processes.)

• What is the effect of water in chemical and physical weathering? (Chemical weathering causes the

minerals in rocks to decompose. When the minerals are exposed to water, oxygen, acids and bases

or carbon dioxide, they may react, resulting in a change in the overall composition of the rock.

Rain and waves can also wear away rock over long periods of time. Water expands slightly when it

freezes into ice.)

Week 24 • What is temperature? (Temperature is a measure of average kinetic energy of particles.)

• What is thermal energy? (Thermal energy is the total kinetic energy of particles.)

• What is the difference between adhesion and cohesion? (Adhesion is the property that holds

molecules of different substance together. Cohesion is the property that holds molecules of a

substance together.)

• What role does molecular attraction play in adhesion and cohesion? (The polarity of water

molecules affects the properties of water. This is because water’s polarity affects how water

molecules interact with one another and with other types of molecules.)

• What is hydroelectric power? How is it generated? (Electrical energy produced by moving

water. The energy of the flowing water is converted to electrical energy when it spins turbines

connected to electric generators inside the dam.)

• Why is water essential to agriculture? (Water is essential to agriculture because it is literally the

lifeblood to plants.)


• How is water used in the production and preparation of food? (Water is extensively used in

production of food through irrigation, aquaculture, livestock watering and is in the processing and

preparation of food through washing, rising, scalding, chilling, blanching, pasteurizing, cooling,

cleaning, sanitation and disinfection.)

Week 25 • What is the cycle that allows water to flow throughout the earth? (The cycle that allows water to

flow throughout the earth is known as the water cycle.)

• What are the steps to the water cycle? (The steps of the water cycle are evaporation, transpiration,

condensation, precipitation, runoff, and groundwater.)

• What is precipitation? (Precipitation is the process in which forms of water such as rain, snow,

sleet or hail falls from the clouds and reaches the Earth’s surface.)

• What is the different between transpiration and evaporation? (Transpiration is the process by which

plants release water vapor through their leaves and evaporation is the process by which molecules

at the surface of a liquid, such as water, absorb enough energy to change to a gaseous state, water

vapor.)

Week 25 • What is a watershed? (A watershed is a land area that supplies water to a river system.)

• What are the conditions necessary for the health and abiotic factors of the watershed? (The factor

that influences a streams/watershed health is dissolved oxygen, nitrates, phosphorus, bacteria, pH,

temperature, turbidity, salinity and flow rate.)

• How can the location and the structure of VA regional watershed system be described? (The Virginia

Department of Game and Inland Fisheries defines 12 major watersheds in Virginia. The three major

regional watershed systems in Virginia lead either to the Chesapeake Bay, the North Carolina

sounds, or the Gulf of Mexico.)

• What are the Virginia watersheds that are part of the Chesapeake Bay watershed? (The Potomac –

Shenandoah, Chesapeake Bay Coastal, Atlantic Ocean Coastal, Rappahannock, York, James,

Chowan, Albemarle Sound Coastal, Roanoke, Yadkin, New, Holston (Upper Tennessee), Clinch –

Powell, Big Sandy.)

• What are wetlands and estuaries? (A wetland is an area of land that is covered which shallow layer

of water during some or all of the year. And an estuary is a coastal inlet or bay where fresh water

mixes with salty ocean water.)

• What is the major conservation, health, and safety issues associated with watersheds? (a)

Understand water related issues that can impact our future use of earth’s water resources; b)

Compare water use with water quality; c) Design a land use model that demonstrates minimal

negative practices of land impaction; d) salinity, dissolved oxygen, turbidity and evidence of

macro-invertebrate (no spine) organisms.)

• How is water monitoring and analysis using field equipment useful for watershed conservation?

(Water quality monitoring is commonly defined as the sampling and analysis of water (lake,

stream, river, estuary, or ocean) and conditions of the water body. Water quality monitoring can

evaluate the physical, chemical, and biological characteristics of a water body in relation to human

health, ecological conditions, and designated water uses.)

Week 26 • What are the properties of water in each of its three phases? (When water is in its solid state (ice),

the water molecules are packed close together preventing it from changing shape. Ice has a very

regular pattern with the molecules rigidly apart from one another connected by the hydrogen bonds

that form a crystalline lattice. These crystals have a number of open regions and pockets making

ice less dense than liquid water. This is why ice floats on water. Ice forms when the temperature is

below freezing (0°Celsius or 32°Fahrenheit. When ice is warmed above freezing, it melts and

becomes liquid water. As a liquid, the attractive forces between molecules weaken and individual

molecules can begin to move around each other. Because the molecules can slip and slide around

one another, water takes the shape of any container it is in. The third state of water is the gaseous

state (water vapor). In this state, water molecules move very rapidly and are not bound together.

Although we cannot see water in its gaseous state, we can feel it in the air on a hot, humid day.

Commonly, water boils at a temperature of 100°C or 212°F, forming water vapor. Many people

believe that the visible plume of steam from a boiling kettle is water vapor. However, the steam that

you see consists of very small water droplets suspended in the air, while water vapor is the invisible

gas that results when water evaporates.)

• What created the change in the properties of water from one phase to another? (The change in the

temperature causes the change in the properties of water from one phase to another.)

• What atoms make up a liquid water molecule? How are they arranged? (A water molecule is made

up of two hydrogen atoms and one oxygen atom. They are arranged like a Mickey Mouse head.)

• Why is ice less dense than liquid water? (Ice is less dense that liquid water because the water

molecules in ice are held in a relatively rigid geometric pattern by their hydrogen bonds, producing

an open, porous structure. Liquid water has fewer bonds therefore more molecules can occupy the

same space, making liquid water denser than ice.)

Week 27 • What is water quality? (Water quality is the measure of how clean or polluted water is.)

• Why is so important to protect the quality of water? What type of testing is necessary to monitor water quality? (Water quality is important because humans and other organisms depend on clean water to survive. Measurements of water quality include testing the levels of dissolved oxygen, pH, temperature, dissolved solids, and the number and types of microbes in the water.)

• What are some ways that water quality can be maintained? (Water quality can be maintained by reducing pollution and their sources that create the pollution; reducing the use of too many chemicals, pesticides and insecticides.)

• What is a divide? What is a tributary? What is a river system? (The imaginary line that connects those high point. A tributary is a small river or stream that merges or flows into a larger river or stream. A river system is defined as a group of rivers discharging water by way of a common flow


or system of channels into a sea or lake. It usually consists of the main.) Week 28 Benchmark





Project Scoring Rubric: (See website in the Standard/Criteria for success section for copy of rubric.


Each team of 3 students needs:

• 1 plastic shoebox-sized container (great for organizing supply closets later on!)

• 1 kitchen sponge cut into 4 rectangular pieces (the yellow sponges with the green scrubbing material are cool

because kids can observe a color change in the yellow “soil” portion of the sponge while the green material

simulates plants living in the wetlands)

• 1 water spray bottle (available at most hardware stores near the cleaning supplies or at plant nurseries for watering

and misting plants)

• a multi-color assortment of water-based markers

The teacher needs:

• a stack of white cardstock paper (each team will use 3 sheets)

• 1 packet of colored drink mix like Kool-aid or Hawaiian Punch

• 1 spoon

• optional - map or satellite image of the school and neighboring areas showing the watershed

Everyone needs:

• a copy of the Watershed and Wetlands Questions

• a sink to clean sponges and dump dirty water

• a trash can

III. Technology: (be specific- list actual website)

Goal The students will be able to define wetlands and watersheds; Will be able to look at a 3-dimensional model and identify different watersheds; Will be able to explain how runoff carries water, sediments (from natural areas), and pollution (from urban areas) to rivers, bays and oceans; Will be able to understand that an event in a watershed affects all downstream areas; And will be able describe some of the many important roles wetlands serve in an ecosystem.

Role Watershed Box - This box covers watersheds, wetlands, and the shaping of the Franklin City Area.

Audience Teacher & Students

Situation http://www.mysciencebox.org/files/2watersheds_wetlands.doc ; http://www.mysciencebox.org/files/watershed_wetland_questions.doc Instruction Guide: http://www.iwla.org/index.php?ht=a/GetDocumentAction/i/2194

Product Watershed Box Model & Presentation

Standard/Criteria

for success

http://www.sharylandisd.org/cms/lib/TX21000378/Centricity/Domain/1205/Watershed%20in%20a%20Box%20project.docx

http://www.mysciencebox.org/files/2watersheds_wetlands.doc

http://www.mysciencebox.org/files/watershed_wetland_questions.doc

http://www.iwla.org/index.php?ht=a/GetDocumentAction/i/2194



http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/lesson_plans/grade6/forc

e_motion_energy/sess_6-3bce.pdf







http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/lesson_plans/grade6/force_motion_energy/sess_6-3a.pdf ;

http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/lesson_plans/grade6/force_motion_energy/sess_6-3d.pdf ;

http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/heat.htm ;













6TH Grade Science Pacing Guide – 2020-2021 4th Nine Weeks

April 2021 May 2021 June 2021

M T W Th F

1 2 SB

5 SB

6 SB

7 SB

8 SB

9 SB

12 3NW

13 4NW

14

15

16

19

20 RC3

21

22 23

26 27 28 29 30

M T W Th F

3 4 5 6 7

10 11 12 13 14

17 18 19 20 IR4

21

24 25 26 27 28

31 MD

25 26 27 28

M T W Th F

1 2 3 4

7

8 9 10 11

14 4NW

15 TWD

16 TWD

17

18

21

22

23 24 25

28 29 30

Assessment Dates:

Holiday Checkpoint Assessment Benchmark Assessment Beginning/End of Nine Weeks

Units Topics Text

Reference/Chapter

Standards of

Learning

Time Frame


Earth Resources

Investigate and understand public

policy decisions relating to the

environment by:

a) management of renewable

resources;

Grade 6 Virginia

Science Fusion



Lesson 6 – Managing

Resources - pp. 468 –

“Best Practices”

6.9 a 2.5 Days

Week 29

b) management of nonrenewable

resources;

Grade 6 Virginia

Science Fusion





“Best Practices”

6.9 b 2.5 Days

Week 30

c) the mitigation of land-use and

environmental hazards through

preventative measures and;

Grade 6 Virginia

Science Fusion


Human Impact on the

Environment – Lesson 4

– Protecting Earth’s

Water, Land, and Air -

pp. 528 - “Keeping It

Clean”

6.9 c 2.5 days

Week 30

(Week 33) d) Cost/benefit tradeoffs in

conservation policies.

Grade 6 Virginia

Science Fusion





“How Can We Analyze

the Trade-offs of

Conservation Decisions”

6.9 d 2.5 days

Week 31 - 40

SOL Walk-Up

Review

8th Grade SOL Walk-Up Review

Week

Grade 6 Virginia

Science Fusion

Textbook;

SOL 6.1 – 6.9 5 Days

Science 6 Review – SOL Testing and

Post Test Science 6

Grade 6 Virginia

Science Fusion

Textbook;

SOL 6.1 – 6.9 25 Days



Essential Knowledge, Skills and Processes: 6.9 To be successful with this standard, students are expected to:

• Differentiate between renewable and nonrenewable resources.

• Describe the role of local and state conservation professionals in managing natural resources. These include

wildlife protection; forestry and waste management; and air, water, and soil conservation.

• Analyze resource-use options in everyday activities and determine how personal choices have costs and benefits

related to the generation of waste.

• Analyze how renewable and nonrenewable resources are used and managed within the home, school, and

community.

• Analyze reports, media articles, and other narrative materials related to waste management and resource use to

determine various perspectives concerning the costs/benefits in real-life situations.

• Evaluate the impact of resource use, waste management, and pollution prevention in the school and home

environment.



(word/definition)

Week 1 Conservation – is the protection and wise use of natural resources;

Natural resources – any material that is used by people;

Nonrenewable resources – a natural resource that is used much faster than it can be replaced;

Renewable resources – a natural resource that can be replaced as quickly as the resource is used;

Watershed – is the area of land that is drained by a river system.

Week 2 Energy conservation – states that when one form of energy is converted to another, no energy is

destroyed in the process;

Insulation – is a material design to prevent heat or sound from being transmitted from one area to

another;

Efficiency – is the percentage of energy that is actually used to perform work;

Reserves – known deposits of coal, and other fossil fuels, that can be obtained using current

technology;

Week 3 Petroleum – is another name, for oil from the Latin words petra(rock) and oleum(oil);

Refinery – a factory where crude oil is separated into fuels and other products by heating;

Petrochemicals – are compounds that are made from oil;

Clear cutting - cut down and remove every tree from (an area);

Week 4 Selective cutting - is the cultural practice of harvesting trees in a way that moves a forest stand

towards an uneven-aged or all-aged condition;

Sustainable yield - is the ecological yield that can be extracted without reducing the base of capital

itself, i.e. the surplus required to maintain ecosystem services at the same or increasing level over

time;

Issue - supply or distribute (something);

Hazardous materials - Dangerous goods are solids, liquids, or gases that can harm people, other

living organisms, property, or the environment.

Week 5 Review Vocabulary from 6th Grade Science




Week 9 Science 6 - Post Test

SOLs: 6.9 The student will investigate and understand public policy decisions relating to the environment. Key concepts

include:

a) Management of renewable resources;

b) Management of nonrenewable resources;

c) The mitigation of land-use and environmental hazards through preventive measures; and

d) Cost/benefit tradeoffs in conservation policies.



Students will need to be asked the following questions to strengthen their knowledge,

understanding, and explanation of the content:




Week 1 • What percent of Earth’s water is available for human use or consumption? (Only 1 percent of the

Earth’s water is available for human us or consumption.)

• List five acts of stewardship you can practice to help conserve water in your home, school, and

community. (Limits on fishing or logging can increase fish populations and protect forest ecosystems.

Fish can be restocked in lakes and rivers. Logged areas can be replanted with trees. Water

conservation can reduce the amount of water used an areas so that rain can renew the water supply.

Reducing the use of chemicals and energy resources can reduce the air pollution in air and water and

on land.)

• Why is it important to use resources wisely? (It is so important to use resources wisely so that they will

be available for future use.)

• How can we conserve energy? (We can conserve by turning the refrigerator down, turn down the water

heater thermostat, whenever possible walk, bike and carpool.)

• Why is it important that natural resources be managed? (It is important to managed natural resources

so that they will be available and can have a chance to be replenished.)

Week 2 • What are some environmental issues which are currently being debated? (The environmental movement

is a movement that pushes for the conservation of natural resources and the passing of legislation that

promotes environmentally friendly behavior. Those who support the movement advocate sustainable

management of resources as well as taking responsibility for the welfare of the environment through

public policy and personal participation in efforts to preserve the earth and its resources.)

• How are renewable and nonrenewable resources managed? (If we reduce, reuse, recycle and compost

materials, then we conserve valuable natural resources that can be used again to produce new

materials.)

• Why must we consider the cost / benefit tradeoffs of environmental decisions? (Decisions within

organizations and government regarding environmental issues always involve tradeoffs. To accurately

assess these tradeoffs, costs and benefits have to be measured; relevant parties determined; timelines

decided; and discount rates selected. Anyone can create a benefit/cost ratio. The issue is whether or not

it is credible and useful. Accordingly, the course will be more than a practical exercise in cost benefit

analysis.)

• How has the growth of the human population affected the environment? (Public health; Food supply;

Freshwater; Coastlines and oceans; Forests; Biodiversity; and Global climate change.)

Week 3 & 4 • What is conservation policy for water? (Encompasses the policies, strategies and activities made to

manage fresh water as a sustainable resource, to protect the water environment, and to meet

current and future human demand.)

Week 4 Review and Testing – TEI Questions and Test Taking Strategies



Week 7 Review and SOL Testing – TEI Questions and Test Taking Strategies

Week 8 Review and SOL Testing – TEI Questions and Test Taking Strategies

Week 9 Grade 6 Post Test

https://en.wikipedia.org/wiki/Fresh_water


I. Assessment Activity: Performance Task for Project Based Learning

Component

Project Scoring Rubric:


Computer Cart: (websites) www.epa.gov/otaq/carlabel

Fuel Economy Data Analysis Procedure Worksheets

III. Technology: (be specific- list actual website)

www.epa.gov/otaq/carlabel

Goal Students will:

Understand fuel economy

Compare and contrast fuel economy and environment labels for various vehicles

Role Students will learn how to read and understand fuel economy and environment labels

Audience Teacher & Students

Situation http://www.epa.gov/students/pdf/fueleconomymiddleschool.pdf

www.fueleconomy.gov

www.epa.gov/otaq/carlabel

Product Fuel Analysis Data Sheet

Standard/Criteria

for success

Completed Teacher Answer Sheet and Rubric

http://www.epa.gov/students/pdf/fueleconomymiddleschool.pdf

www.fueleconomy.gov


www.fueleconomy.gov

http://www.epa.gov/otaq/carlabel



http://www.fueleconomy.gov/






6th grade science pacing guide – 2014-2015

Documents