Curriculum Map

Pacing Guide

Science and Engineering Practices

Standard 6.S.1: The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content. 

6.S.1A. Conceptual Understanding: The practices of science and engineering support the development of science concepts, develop the habits of mind that are necessary for scientific thinking, and allow students to engage in science in ways that are similar to those used by scientists and engineers. 

6.S.1B. Conceptual Understanding: Technology is any modification to the natural world created to fulfill the wants and needs of humans. The engineering design process involves a series of iterative steps used to solve a problem and often leads to the development of a new or improved technology. 

Earth’s Weather and Climate

Standard 6.E.2

The student will demonstrate an understanding of the interactions within Earth’s systems (flow of energy) that regulate weather and climate. 

6.E.2A. Conceptual Understanding: Earth’s atmosphere, an envelope of gasses that surround the planet, makes conditions on Earth suitable for living things and influences weather. Water is always moving between the atmosphere (troposphere) and the surface of Earth as a result of the force of gravity and energy from the Sun. The Sun is the driving energy source for heating Earth and for the circulation of Earth’s atmosphere.

6.E.2B. Conceptual Understanding: The complex patterns of changes and movement of water in the atmosphere determined by winds, landforms, ocean temperatures and currents, and convection are major determinants of local weather patterns and climate. Technology has enhanced our ability to measure and predict weather patterns. 
  • Develop and model the composition and structure of earth’s atmospheric layers 
  • Analyze scientific arguments based on evidence 
  • Explain the processes of the water cycle
  • Summarize the relationship of the movement of air masses, high and low-pressure systems, and frontal boundaries to storms and other weather conditions
  • Predict weather conditions and patterns based on weather data collected from direct observations and measurements, weather maps, satellites, and radar
  • Develop a model to show how solar energy and convection affects earth’s weather patterns and climate
  • Construct an explanation for climatic conditions

Physical Science: Energy Transfer and Conservation
Standard 6.P.3:

The student will demonstrate an understanding of the properties of energy, the transfer and conservation of energy, and the relationship between energy and forces. 

6.P.3A. Conceptual Understanding: Energy manifests itself in multiple forms, such as mechanical (kinetic energy and potential energy), electrical, chemical, radiant (solar), and thermal energy. According to the principle of conservation of energy, energy cannot be created nor destroyed, but it can be transferred from one place to another and transformed between systems. 

6.P.3B. Conceptual Understanding: Energy transfer occurs when two objects interact thereby exerting
 a force on each other. It is the property of an object or a system that enables it to do work (force moving an object over a distance). Machines are governed by this application of energy, work, and conservation of energy.

  • Identify the sources and properties of heat, solar, chemical, mechanical, and electrical energy
  • explain how energy can be transformed from one form to another in accordance with the law of conservation of energy
  • Explain how magnetism and electricity are interrelated by using descriptions, models, and diagrams of electromagnets, generators, and simple electrical motors
  • Illustrate energy transformations in electrical circuit
  • Illustrate the directional transfer of heat energy through convection, radiation, and conduction
  • Recognize that energy is the ability to do work
  • Explain how the design of simple machines helps reduce the amount of force required to do work
  • Illustrate ways that simple machines exist in common tools and in complex machines

Life Science: Diversity of Life - Classification and Animals Standard 6.L.4

The student will demonstrate an understanding of how scientists classify organisms and how the structures, processes, behaviors, and adaptations of animals allow them to survive. 

6.L.4A. Conceptual Understanding: Life is the quality that differentiates living things (organisms) from nonliving objects or those that were once living. All organisms are made up of cells, need food and water, a way to dispose of waste, and an environment in which they can live. Because of the diversity of life on Earth, scientists have developed a way to organize groups of organisms according to their characteristic traits, making it easier to identify and study them. 

6.L.4B. Conceptual Understanding: The Animal Kingdom includes a diversity of organisms that have many characteristics in common. Classification of animals is based on structures that function in growth, reproduction, and survival. Animals have both structural and behavioral adaptations that increase the chances of reproduction and survival in changing environments.

  • Compare the characteristic structures of invertebrate animals and vertebrate animals
  • Summarize the basic functions of the structures of animals that allow them to defend themselves, to move, and to obtain resources
  • Compare the response that a warm-blooded animal makes to a fluctuation in environmental temperature with the response that a cold-blooded animal makes to such a fluctuation
  • Explain how environmental stimuli cause physical responses in animals
  • Illustrate animal behavioral responses to environmental stimuli
  • Summarize how the internal stimuli of animals ensure their survival
  • Compare learned to inherited behaviors in animals

Life Science: Diversity of Life - Protists, Fungi, and Plants Standard 6.L.5

The student will demonstrate an understanding of the structures, processes, and responses that allow protists, fungi, and plants to survive and reproduce. 

6.L.5A. Conceptual Understanding: The Protist Kingdom is one of the most diverse groups and includes organisms that have characteristics similar to but are not classified as plants, animals, or fungi. These microorganisms live in moist environments and vary in how they obtain energy and move. The Fungi Kingdom consists of organisms that do not make their own food (heterotrophs) but obtain their nutrition through external absorption. Fungi can be grouped by their growth habit or fruiting structure and respond to changes in the environmental stimuli similar to plants. 

6.L.5B. Conceptual Understanding: The Plant Kingdom consists of organisms that primarily make their own food (autotrophs) and are commonly classified based on internal structures that function in the transport of food and water. Plants have structural and behavioral adaptations that increase the chances of reproduction and survival in changing environments. 

  • Summarize the characteristics that all organisms
  • Recognize the hierarchical structure of the classification (taxonomy) of organisms
  • Compare the characteristic structures of various groups of plants
  • Summarize the basic functions of the structures of a flowering plant for defense, survival, and reproduction
  • Summarize each process in the life cycle of flowering plants
  • Differentiate between the processes of sexual and asexual reproduction of flowering plants
  • Summarize the processes required for plant survival
  • Explain how plants respond to external stimuli
  • Explain how disease-causing fungi can affect plant

Have your child:

*Move a plant away from the light and observe with him or her how the plant responds.
*Dissect several different types of flowers and seeds and identify the structures and functions in each part
*Observe various examples of vertebrate animals (fish, amphibians, reptiles, birds, and mammals). conduct internet research or visit the local library and research the characteristics that make each of these categories similar and different (types of skin covering, how the animal bears its young, how the animal "breathes," and the environment the animal group would most likely be found).
*Collect and examine weather maps for a week, identifying temperature, air pressure, and fronts and predicting weather conditions 
*Design an electromagnet (using a large nail/wire and batteries) to explore ways to make the electromagnet as strong as possible 

Web Sites:

- AAAS Science Netlinks - 
- Bill Nye, The Science Guy -
- Biology4Kids -
- Learning Network Parent Channel -
- Physics for Kids -
- The Franklin Institute -
- The Weather Channel -

Energy Videos:

Animal Videos:

6.S.1A.1 Ask questions 
6.S.1A.2 Develop, use, and refine models 
6.S.1A.3 Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations6.S.1A.4 Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) 
6.S.1A.5 Use mathematical and computational thinking
6.S.1A.6 Construct explanations of phenomena 
6.S.1A.7 Construct and analyze scientific arguments to support claims, explanations, or designs using evidence from observations, data, or informational texts. 
6.S.1A.8 Obtain and evaluate scientific information

6.S.1B.1 Construct devices or design solutions using scientific knowledge to solve specific problems or needs

6.E.2A.1 Develop and use models to exemplify the properties of the atmosphere (including the gasses, temperature and pressure differences, and altitude changes) and the relative scale in relation to the size of Earth.
6.E.2A.2 Critically analyze scientific arguments based on evidence for and against how different phenomena (natural and human induced) may contribute to the composition of Earth’s atmosphere.
6.E.2A.3 Construct explanations of the processes involved in the cycling of water through Earth’s systems (including transpiration, evaporation, condensation and crystallization, precipitation, and downhill flow of water on land).

6.E.2B.1 Analyze and interpret data from weather conditions (including wind speed and direction, air temperature, humidity, cloud types, and air pressure), weather maps, satellites, and radar to predict local weather patterns and conditions.
6.E.2B.2 Develop and use models to explain how relationships between the movement and interactions of air masses, high and low-pressure systems, and frontal boundaries result in weather conditions and storms (including thunderstorms, hurricanes, and tornadoes).
6.E.2B.3 Develop and use models to represent how solar energy and convection impact Earth’s weather patterns and climate conditions (including global winds, the jet stream, and ocean currents).
6.E.2B.4 Construct explanations for how climate is determined in an area (including latitude, elevation, the shape of the land, distance from water, global winds, and ocean currents).

6.P.3A.1 Analyze and interpret data to describe the properties and compare sources of different forms of energy (including mechanical, electrical, chemical, radiant, and thermal).
6.P.3A.2 Develop and use models to exemplify the conservation of energy as it is transformed from kinetic to potential (gravitational and elastic) and vice versa.
6.P.3A.3 Construct explanations for how energy is conserved as it is transferred and transformed in electrical circuits.
6.P.3A.4 Develop and use models to exemplify how magnetic fields produced by electrical energy flow in a circuit is interrelated in electromagnets, generators, and simple electrical motors.
6.P.3A.5 Develop and use models to describe and compare the directional transfer of heat through convection, radiation, and conduction.
6.P.3A.6 Design and test devices that minimize or maximize heat transfer by conduction, convection, or radiation.

 6.P.3B.1 Plan and conduct controlled scientific investigations to provide evidence for how the design of simple machines (including levers, pulleys, inclined planes) helps transfer mechanical energy by reducing the amount of force required to do work.
6.P.3B.2 Design and test solutions that improve the efficiency of a machine by reducing the input energy (effort) or the amount of energy transferred to the surrounding environment as it moves an object. 

Sandpiper on New Smyrna Beach, Florida

6.L.4A.1 Obtain and communicate information to support claims that living organisms (1) obtain and use resources for energy, (2) respond to stimuli, (3) reproduce, and (4) grow and develop.
6.L.4A.2 Develop and use models to classify organisms based on the current hierarchical taxonomic structure (including the kingdoms of protists, plants, fungi, and animals). 

6.L.4B.1 Analyze and interpret data related to the diversity of animals to support claims that all animals (vertebrates and invertebrates) share common characteristics.
6.L.4B.2 Obtain and communicate information to explain how the structural adaptations and processes of animals allow for defense, movement, or resource obtainment.
6.L.4B.3 Construct explanations of how animal responses (including hibernation, migration, grouping, and courtship) to environmental stimuli allow them to survive and reproduce.
6.L.4B.4 Obtain and communicate information to compare and classify innate and learned behaviors in animals.
6.L.4B.5 Analyze and interpret data to compare how endothermic and ectothermic animals respond to changes in environmental temperature. 

6.L.5A.1 Analyze and interpret data from observations to compare how the structures of protists (including euglena, paramecium, and amoeba) and fungi allow them to obtain energy and explore their environment. 6.L.5A.2 Analyze and interpret data to describe how fungi respond to external stimuli (including temperature, light, touch, water, and gravity). 

6.L.5B.1 Construct explanations of how the internal structures of vascular and nonvascular plants transport food and water.
6.L.5B.2 Analyze and interpret data to explain how the processes of photosynthesis, respiration, and transpiration work together to meet the needs of plants.
6.L.5B.3 Develop and use models to compare structural adaptations and processes that flowering plants use for defense, survival and reproduction. 6.L.5B.4 Plan and conduct controlled scientific investigations to determine how changes in environmental factors (such as air, water, light, minerals, or space) affect the growth and development of a flowering plant.
 6.L.5B.5 Analyze and interpret data to describe how plants respond to external stimuli (including temperature, light, touch, water, and gravity). 


- Amato, Carol. Backyard Pets: Activities for Exploring Wildlife
Close to Home
- Beller, Joel and Carl Raab. Hands-on Science Series: Plants
- Bundey, Nikki. Storms and the Earth: The Science of Weather Series
- Elsom, Derek. Weather Explained: A Beginners Guide to the Elements
- Galiano, Dean. Clouds, Rain, and Snow
- Haber, Louis. Black Pioneers of Science and Invention
- Hickman, P. Starting with Nature: Plant Book
- Hickman, Pamela. Animals and Their Mates: How Animals Attract,
Fight for, and Protect Each Other
- Kaner, Etta and Pat Stephens. Animals at Work: How Animals Build,
Dig, Fish, and Trap
- McKinney, Barbara. A Drop Around the World
- Nankivell-Aston, Sally and Dorothy Jackson. Science Experiments
with Simple Machines
- Van Cleave, Janice. Physics for Every Kid

Weather Videos:

Heat Transfer Interactive           

Hot 2 Cold

Atmosphere Study Jams                  

Atmosphere layers 6 min.          

Water Cycle 6 min,

Aurora Borealis           

Air Pressure NOAA site

Clouds 3 min.   

Air Masses 3 min.

Air Masses & Fronts 8 min.      

Front movement animation

Air Masses & Fronts Study Jams   

Water Cycle Song

Moving air masses   

Jet Stream 2 min.

Air Pressure & Wind Study Jams

Global Winds 2 min.   

Coriolis Effect 2 min.

Ocean Currents 6 min.              

Ocean & Weather 20 min.,

Ocean Temperatures 2 min.   

Weather Maps 4 min.

Station Models12 min.   

Plant Videos: