SIXTH GRADE SCIENCE

Calcasieu Parish Schools         Physical Science

 

Standard

Students will develop an understanding of the characteristics and inner relationships of matter and energy in the physical world.

PS-M-A1

Investigating, measuring and communicating the properties of different substances which are independent of the amount of the substance.

·  Using a given set of objects, students will classify these objects in as many ways as possible using direct observations.

        ·  Observe and compare three (3) different substances as to color, particle shape, particle size, 

          and texture(FOSS Mixtures and Solutions, Separating Mixtures Activity).

        · Determine the density of a marble and a bolt using a graduated cylinder and a triple beam 

          balance.  May also repeat with cardboard from FOSS Variables kit.

Science As Inquiry:  SI-M-A1, SI-M-A2, SI-M-A5, SI-M-A6, SI-M-A7, SI-M-B4, SI-M-B5, SI-M-B6

PS-M-A2

Understanding that all matter is made up of particles called atoms and that atoms of different elements are different.

·  Using the periodic table, students will draw Bohr’s model of several elements.  A Bohr model may also be constructed using rice(electrons), red beans(protons), white beans(neutrons).

        ·  Using jelly beans, gumdrops, marshmallows, or molecular model sets, students will construct 

          models of molecules such as: H2O, CO2, NaCl, C6H8O7.

     ·  After completing the Fizz Quiz Activity, write out the chemical formulas for the different  

          substances combined and explore the meaning of the element symbols as they relate to the  

          original and new substances(FOSS Mixtures and Solutions, Fizz Quiz Activity).

Science As Inquiry:  SI-M-A2, SI-M-A5, SI-M-B2

 

PS-M-A3

Grouping substances according to similar properties and/or behaviors.

·  Teacher will collect one shoe from each student and group in predetermined categories.  Using direct observations students are to determine the categories by common characteristics.

        ·   Using objects found in the classroom environment, students will determine the categories for

          classifying and grouping the objects. 

        ·   Group substances according to acid/base characteristics using litmus paper, cabbage juice

Science As Inquiry:  SI-M-A2, SI-M-A6

 

PS-M-A5

Investigating the relationship among temperature, molecular motion, phase changes, and physical properties of matter.

 

·  Working in cooperative groups, fill three (3) beakers each with 100 mL of water at different temperatures (1 room temp., 1 ice water, 1 hot water). Students will place one (1) drop of food coloring in a container, then record and explain observations over a three (3) minute time period.  Then repeat the same procedure in the other two (2) containers.  Draw and record conclusions explaining the difference in observations.

·       Record temperature of 100 mL of water at room temperature, place six(6) ice cubes in the

     water, check and record the temperature of the ice water every minute for five(5) minutes, 

     graph data. 

·       Predict what the temperature will be at six (6) minutes.

·       Explore the water cycle phase changes-chart during the course of a day, year on the

     playground

Science As Inquiry:  SI-M-A3, SI-M-A4, SI-M-A5, SI-M-A8, SI-M-B4

 

PS-M-A6

Investigating chemical reactions between different substances to discover that new substances formed may have new physical properties and do have new chemical properties.

 

      ·  Students observe and compare materials before and after they are mixed, forming chemical

          reactions(FOSS Mixtures and Solutions, Fizz Quiz Activity).   Holt, “Investigate,” pg. 349.

     ·  Students will combine water and steel wool with bleach and observe new substances.  Can   

           watch rapid oxidation-rust, and teacher uses a splint to check for oxygen gas(wear goggles).

·  Students observe and compare materials before and after they are mixed.  Holt, “Investigate,”  

     pg 327.

 

Science As Inquiry:  SI-M-A7, SI-M-A8, SI-M-B1

http://www.teachers.net/lessons/posts/205.html

 

PS-M-A7

Understanding that during a chemical reaction in a closed system, the mass of the products is equal to that of the reactants.

 

·  Students measure the mass of solids and liquids before and after a chemical reaction(FOSS Mixtures and Solutions, Fizz Quiz Activity).

        ·  Students will use a triple beam balance to measure the mass of an Alka-Seltzer tablet,

          stopper, 100 mL of water, and an empty 20 oz. Bottle or flask.  Students will then combine the  

          ingredients and immediately  cork the bottle with the stopper, observing and recording

          the before and after changes.  The mass of the closed system will be measured and

          compared with the beginning mass (Alka-Seltzer Activity).

·  Students compare the mass of materials before and after a reaction takes place.  Holt, “Quick Lab,” pg. 357.

·  Students use models to practice balancing chemical equations.  Holt, “Finding a Balance,” Lab Book,  pg 682

 

Science As Inquiry:  SI-M-A3, SI-M-A7, SI-M-B3

http://www.teachers.net/lessons/posts/108.html

PS-M-A8

Discovering and recording how factors, such as temperature, influence chemical reactions.

 

        ·  Students will use thermometers to observe and record temperature during two (2) different  

          chemical reactions(FOSS Mixtures and Solutions, Fizz Quiz Activity).

     · Students can observe and record temperature changes in 100 mL of water before and

          after an Alka-Seltzer tablet has been added(Alka-Seltzer Activity).

     ·  Students can check the acidity change(lactic acid) of un-refrigerated milk during the course of

           a school day using pH paper.

·  Students can drop an effervescent tablet in cold water, then in hot water and compare the

     reaction rate of the two different temperature environments.  Holt, Quick Lab, pg 364.

 

Science As Inquiry:  SI-M-A3, SI-M-A6, SI-M-A7

http://www.spartechsoftware.com/reeko/

 

PS-M-A9

Identifying elements and compounds found in common foods, clothing, household materials, and automobiles.

 

 

        ·  Students will collect and read labels of various products to determine element content. 

     ·  Students look at starch in foods such as Lima Beans-treat with Iodine.  Rub foods such as   

          peanuts on plain brown paper to compare fat contents of foods. 

Science As Inquiry:  SI-M-A2, SI-M-A8 


 

PS-M-B1

Describing and graphing the motions of objects.

·  Experiment with balls(marbles, rubber balls) by rolling them down an inclined plane(ruler and a wood block).  Collect data while varying the factors affecting the distance a ball will roll(Increase incline plane, place marble farther up the plane, etc.).  Graph the results and make predictions about longer or shorter rolls and identify effects of each variable on future data(“Controlling Variables” Activity).

·  Create and analyze a graph showing the behavior of a pendulum in relation to tested variables. (FOSS Variables, Swingers Activity).

·  Develop a pendulum of their own design based on previous data connected to the variable of length(FOSS Variables, Swingers Activity).

·       Students will set up 25 dominoes in a straight line with equal spacing between dominoes.  They will measure the total length of the row of dominoes and record.  Use a stop watch to time how long it takes for the entire row of dominoes to fall and record the time.  Repeat using smaller and larger distances.  Make a graph of the results, write interpretive statement of graph.  Holt, Investigate, pg 107. 

Science As Inquiry: SI-M-A1, SI-M-A2, SI-M-A3, SI-M-A4, SI-M-A7, SI-M-B3, SI-M-B4, SI-M-B5

 http://www.mathinthemiddle.org/music/activity_1.htm

PS-M-B2

Recognizing different forces and describing their effects (gravity, electrical, magnetic).

·  Exploring the properties of permanent magnets and electricity by developing descriptions and explanations through gathered data.

·  Observe magnetism that is produced by electricity flowing through a wire(use small compass or iron filings as an “indicator” of magnetism.   Make a diagram with labels showing the electrical, mechanical and gravitational forces in making a working Hum Dinger(FOSS Models and Designs, Hum Dinger Activity)

·  Describe the effects of gravity on pendulums.

·  Sketch using arrows the size and direction of forces that could possibly act on the go-cart. Using your go-cart as a model, demonstrate these forces and record the results(FOSS  Models and Designs, Go-Carts Activity).

Science As Inquiry: SI-M-A2,SI-M-A3,SI-M-A7,SI-M-B4

 

PS-M-B4

 

Describing how forces acting on an object will reinforce or cancel one another, depending upon their direction and magnitude.

 

·  Observe and describe the forces acting on an object as it travels through the mediums of air then water before stopping; establish and describe the balanced and unbalanced forces that acted on the object.

        ·   Apply the forces that acted on the object in the activity above to a go-cart that the students 

           created as it rolls down a ramp(FOSS Models and Designs, Go Carts Activity).

        

Science As Inquiry:  SI-M-A2, SI-M-A3, SI-M-A4, SI-M-A7, SI-M-B2, SI-M-B6

 

 

PS-M-B5

Understanding that unbalanced forces will cause changes in the speed or direction of an objects motion.

 

     ·   Develop procedural steps and equipment needed to determine the average speed of a small

           wind up toy.

·  Sketch drawings of the go-carts created by groups. Using arrows, show the size and direction of forces that could possibly act on the go-cart. Using your go-cart as a model, demonstrate these forces and record the results(FOSS  Models and Designs Module Go-Carts Activity).

 

Science As Inquiry:  SI-M-A1, SI-M-A2, SI-M-A3, SI-M-A5, SI-M-A7, SI-M-B3, SI-M-B4, SI-M-B5

 

http://www.glenbrook.k12.il.us/gbssci/phys/class/newtlaws/newtltoc.html

PS-M-C1

Identifying and comparing the characteristics of different types of energy.

 

·  Students will create a physical model of a machine that will hum when a string is pulled and ding when the string is released.  When completed students will identify the types of energy taking place(FOSS  Models and Designs Module, Hum Dinger Activity).

       ·  Students distinguish between potential and kinetic energy using levers 

          and pulleys(FOSS Levers and Pulleys activities).

Science As Inquiry:  SI-M-A1, SI-M-A2, SI-M-A5, SI-M-A6, SI-M-A7, SI-M-B4, SI-M-B5, SI-M-B6

http://www.spartechsoftware.com/reeko/

 

PS-M-C2

Understanding the different kinds of energy transformations and the fact that energy can be neither destroyed nor created.

 

·  Design and construct a simple circuit and describe the energy transformations taking place.

        ·   Students will take an imaginary journey into and through a machine, describing the many

          energy transformations taking place.

     ·  After completing the Heating the Earth Activity, teacher discusses with students that when light 

          is absorbed by an object, the object becomes warmer.  In the process light energy has been

          transformed into heat energy.  This energy transfer results in a temperature change of the

          material-thus the energy was not destroyed but instead transferred(FOSS Solar Energy,

          ”Heating the Earth” activity)

Science As Inquiry:  SI-M-A1, SI-M-A2, SI-M-A5, SI-M-A6, SI-M-A7, SI-M-B4, SI-M-B5, SI-M-B6

http://www.spartechsoftware.com/reeko/

 

 

 

PS-M-C4

Observing and describing the interactions of light and matter (reflection, refraction, absorption, transmission, scattering)

 

·  Students will make observations with a flashlight of assorted translucent, transparent, and opaque materials.  After making observations, pose the challenge for students to classify these materials into groups by common characteristics.

·       Students use a thermometer to measure and compare temperatures in the sun and in the

    shade.   They set up an investigation to find out what happens when the sun shines on four   

    earth   materials.  Data collected is graphed and relationships are established between  

    differences in temperature and properties of the material(FOSS Solar Energy, Heating the Earth

    Activity).

 

Science As Inquiry:  SI-M-A4, SI-M-A8

 

http://www.spartechsoftware.com/reeko/

 

 

PS-M-C5

Investigating and describing the movement of heat and the effects of heat in objects and systems.

 

 

·  Using assorted colors of identical felt pockets, place a thermometer in each pocket and place all pockets on white poster board in direct and filtered sunlight.  Checking temperatures at the beginning of each class period, record data and compare information.

     ·  Place 50 ml of water in  4 beakers, position beakers at varying distances from light source    

          (gooseneck lamp for each beaker), record temperature every 10 minutes for 30 minutes. 

          Compare data to the heating of the earth.

     ·  Students capture solar energy and use it to heat water.  They set up controlled  

          experiments to investigate the effect of three variables.  Organize and graph data  

          to discover relationships(FOSS Solar Energy, Solar Water Heaters Activity)

 

Science As Inquiry:  SI-M-A3, SI-M-A4, SI-M-A3

 

 

PS-M-C6

Describing the types of energy that can be involved, converted, or released in electrical circuits.

 

·   Construct a  telegraph, and create a code system to send and receive messages.

        ·   Construct electromagnets and measure and compare strength of each magnet depending on 

            the number of coils in the wire.

Science As Inquiry:  SI-M-A2, SI-M-A8

 

PS-M-C7

Understanding that energy is involved in chemical reactions.

 

·   Students use thermometers to check temperature during chemical reactions.  Making observations of any new materials formed or changes in states of matter (FOSS Mixtures and Solutions, Fizz Quiz Activity).

Science As Inquiry:  SI-M-A3, SI-M-A6, SI-M-A7, SI-M-A8

 

PS-M-C8

Comparing the uses of different energy resources and their effects upon the environment.

· Divide class into cooperative groups; assign each an energy resource.  Students are to research their assigned topic for uses and effects on the environment.

    ·  After building and investigating Solar Houses, have students research the advantages of solar 

        space heating compared to gas, oil, coal, and electric energy(FOSS Solar Energy, Solar Houses).

Science As Inquiry:  SI-M-B1, SI-M-B2, SI-M-B5, SI-M-B7