SIXTH GRADE
Earth and Space Science
Sixth-grade students are energetic and curious. They are maturing at a rapid rate and are in a transitional stage characterized by physical, social, and cognitive changes. The sixth-grade classroom environment addresses these changes by providing balance between elementary and middle school practices. While these changes lead students toward emotional and academic independence, sixth-graders continue to need guidance. They also need an environment that both supports and challenges them as they become more responsible individuals.
The curriculum for Grade 6 focuses on Earth and Space Science. As sixth-grade students become more aware of their environment, their natural curiosity about this important field of study is easily stimulated. Content standards challenge students to discover their world, their planet, and Earth’s place in the universe. Students are provided opportunities to learn important scientific facts and to build conceptual understanding of scientific principles, laws, and theories. Their study is inquiry-based, allowing them to develop critical-thinking skills and problem-solving abilities needed for future studies in the field of science.
Cherokee County Schools: This Curriculum Guide shows one possible way that the Alabama Course of Study: Science standards may be presented over the time of a particular class. The guide also shows alignment with state mandated student assessment objectives as well as newly adopted county textbooks.
The 7th and 8th grade curriculum guides are based on a block schedule using 96 minutes of class time with the course being taught over approximately 19 weeks, or one semester. The 6th grade curriculum guide is based on a regular schedule with the class time being approximately 50 minutes and the class lasting all year or 37 - 38 weeks. The 7th and 8th grade guides can be used on a regular 50-minute class schedule if the suggested time frames are approximately doubled. (If one chapter is covered in one week on a block schedule, the same material will take approximately 2 weeks on a regular schedule.)
The resources that are included in the county’s newly adopted textbooks are an excellent source of materials. There are many hands-on activities, transparencies, PowerPoint presentations, and demonstrations that can be used in class to enhance your presentation of the particular subject being taught. The Lab Activities include instructions as well as needed materials to perform the activity. The activities found in the “Additional Resources” of the Curriculum guide are included as extra suggestions that may be used in addition to resources included with the new textbook material. They are not to be considered an exhaustive list of suggestions, but merely as a starting point.
6th Grade
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Alabama Course of Study: Science
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Timeline
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Stanford 10 |
Alabama High School Graduation Exam |
TextbookPrentice Hall: Science Explorer |
Additional Resources/ Activities |
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EARTH & SPACE SCIENCE
Students will:
- Predict local weather and weather patterns - Describe the functions of instruments and technology used to investigate Earth’s weather, including barometers, thermometers, wind socks, weather vanes, satellites, radar, weather balloons, and rain gauges - Use lines of latitude and longitude to locate specific weather events - Interpret weather data through observations collected over time
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Week 1-2, 3-4, 5-6, 7-8, 9-10, 11-12
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X |
Standard I, Objective 1: Analyze the methods of science used to identify and solve problems
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Chapter 1 Sections 1-4
Chapter 2 Sections 1-4
Chapter 15 Sections 1-4
Chapter 16 Sections 1-5
Chapter 17 Sections 1-3
Chapter 18 Sections 1-4
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Use world maps, state maps, and local maps to identify locations
Monitor local and state weather conditions over the course of the unit
Take daily readings of different weather conditions and construct graphs of the data
If during hurricane season, track storms on a classroom map
Make barometers using household items
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4. Explain the plate tectonic theory. - Describe the types of volcanoes and faults - Determine energy release through seismographic data
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Week 13-14, 15-16, 17-18 |
X
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Standard VII, Objective 2: Relate waves to the transfer of energy |
Chapter 5 Sections 1-5
Chapter 6 Sections 1-4
Chapter 7 Sections 1-4 |
Locate faults, volcanoes, and recent earthquakes on maps using the Internet as a source
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- Compare constructive and destructive natural processes and their effects on land formations - Distinguish rock strata by geologic composition |
Week 15-16, 17-18, 19-20, 21-22, 23-24 |
X |
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Chapter 6 Sections 1-4
Chapter 7 Sections 1-4
Chapter 8 Sections 1- 3
Chapter 9 Sections 1-6
Chapter 10 Sections 1-6 |
Collect pictures of the results of constructive and destructive factors
Collect fossils or pictures
Research carbon dating |
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Week 25-26 |
X |
Standard II, Objective 1: Trace the transfer of matter and energy through biological systems |
Chapter 12 Sections 1-5 |
Draw examples of water cycle (poster) |
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Alabama Course of Study: Science
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Timeline
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Stanford 10 |
Alabama High School Graduation Exam |
TextbookPrentice Hall: Science Explorer |
Additional Resources/ Activities |
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5. Describe layers of the oceanic hydrosphere, including the pelagic zone, benthic zone, abyssal zone, and intertidal zone. |
Week 27-28, 29-30 |
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Chapter 13 Sections 1-4
Chapter 14 Sections 1-3 |
Draw oceanic layers on poster – include pictures of organism found in each zone |
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6. Describe the regions of the oceanic lithosphere, including the continental shelf, continental slope, and abyssal plain. |
Week 29-30 |
X |
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Chapter 14 Sections 1-3 |
Use a map to identify regions of the ocean |
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8. Describe how Earth’s rotation, Earth’s axial tilt, and distance from the equator cause variations in the heating and cooling of various locations on Earth. |
Week 31-32 |
X |
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Chapter 19 Sections 1-5 |
Make a model to demonstrate how Earth’s tilt changes as it revolves around the Sun |
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9. Identify the moon’s phases. - Describe lunar and solar eclipses - Relate effects of the moon’s positions on oceanic tides |
Week 31-32 |
X |
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Chapter 19 Sections 1-5 |
Draw the different phases of the moon as observed over the course of a month |
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10. Describe components of the universe and their relationships to each other, including stars, planets and their moons, solar systems, and galaxies. - Identify the impact of space exploration on innovations in technology - Map seasonal changes in locations of constellations in the night sky - Describe the life cycle of a star |
Week 33-34, 35-36 |
X |
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Chapter 20 Sections 1-6
Chapter 21 Sections 1-5 |
Construct a scale model of the solar system
Research the new discovery of new planets outside our solar system
Draw and describe a “new” planet |
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Alabama Course of Study: Science
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Timeline
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Stanford 10 |
Alabama High School Graduation Exam |
TextbookPrentice Hall: Science Explorer |
Additional Resources/ Activities |
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11. Describe units used to measure distance in space, including astronomical units and light years. |
Week 33-34, 35-36 |
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Chapter 20 Sections 1-6
Chapter 21 Sections 1-5 |
Convert light years into different units of measurement – meters per second, miles per hour |
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**** 7. Describe Earth’s biomes. - Identify geographic factors that cause diversity in flora and fauna, including elevation, location, and climate |
Week 37 |
X |
Standard VI, Objective 1: Demonstrate an understanding of factors that affect the dynamic equilibrium of populations and ecosystems |
Find an outside source for information |
Collect pictures of the different biomes and construct a poster |