Sixth Grade Science Outcomes

All sixth grade students at O’Neill Public Elementary School will develop basic science skills necessary for the integration of scientific concepts, methods and processes needed to investigate their world. Students will apply science inquiry through the scientific method, using appropriate tools, models, and technology to create hypotheses, gather and analyze data to test those hypotheses and generate conclusions in life science, earth, and space science and physical science.

S-6-1 Students will identify pieces of laboratory equipment, differentiate between them, and explain their uses. Students will design and conduct and experiment, applying basic safety rules, and integrating the appropriate laboratory equipment. Students will justify the use of each piece of equipment.

6-1-1 Students will memorize the names of the pieces of equipment presented by the teacher.

6-1-2 Students will differentiate between the types of lab equipment based on shape and function.

6-1-3 Students will describe the function of pieces of lab equipment.

6-1-4 Students will generate a list of basic lab safety rules.

6-1-5 Students will perform the outcome.

S-6-2 Students will diagram a microscope, identify its basic parts and explain their functions. Students will construct a slide mount and use it to demonstrate the proper sue and handling of a microscope. Students will learn the history of the microscope. Students will research and summarize the history of the development of the microscope.

6-2-1 Students will memorize the names of twenty major parts of the microscope.

6-2-2 Given a drawing of the microscope, students will identify and label the parts.

6-2-3 Students will draw a microscope and label its parts.

6-2-4 Students will match the twenty major parts of the microscope to their function.

6-2-5 Given a microscope, the students will analyze its structure to deduce the functions of twenty major parts.

6-2-6 Students will categorize and differentiate between the various types of microscopes.

6-2-7 Given a microscope and a slide the student will perform the outcome.

6-2-8 Given appropriate texts and materials students will research the history and development of the microscope and perform the outcome by creating a time-line or a one-and-a-half page summary.

S-6-3 Students will analyze and describe the basic functions of living things and relate the form of the cell’s structures to its function. Students will analyze the components of cell models to determine whether it is a plant or an animal cell and justify their conclusion. Students will compare and contrast the types of reproduction of organisms. Students will design a cell model and name the cell based on the characteristics of the cell and justify the form as a result of function.

6-3-1 Students will list and define the basic processes of life carried on by all living things.

6-3-2 Given a model of the cell the students will correctly label the parts.

6-3-3 The students will identify cell parts and describe the relationship of its form to its functions.

6-3-4 Observing prepared dry-mount slides, students will identify the cell parts and discriminate between plant and animal cells and justify their conclusions.

6-3-5 Students will prepare wet-mount slides from samples of local pond water and identify several plant and animal specimens.

6-3-6 Students will prepare dry mount slides of cells and identify their parts.

6-3-7 Students will differentiate between asexual and sexual reproduction of organisms.

6-3-8 Students will differentiate between and describe the steps of reproduction by mitosis.

6-3-9 Students will describe the role of genes in heredity.

S-6-4 Students will investigate the organizational structure of the human body.

6-4-1 Students will distinguish between single-celled organisms and multi-cellular organisms and sate the difference.

6-4-2 Students will stat the differences between cells and specialized cells.

6-4-3 Students will investigate and state the structure and function of seven basic tissues of the human body.

6-4-4 Students will investigate and state the structure and function of seven basic tissues of the human body.

6-4-5 Students will dissect a chicken to investigate the organizational structure o the body and correlate it to the human body.

S-6-5 The students will describe the motion of solar system objects in terms of time. The students will interpret distance and size in the solar system through the application of scale modeling. Students will distinguish between and categorize objects as solar, galactic, or universal in nature.

6-5-1 The students will track the motion of the sun through the school year.

6-5-2 The students will demonstrate the passage of time through a day and night, the seasons, and a year.

6-5-3 The student will demonstrate the effect of the tilt of the earth’s axis on seasons.

6-5-4 The students will design and construct a scale model of the solar system based on distance.

6-5-5 The students will design and construct a scale model of the solar system based on planetary size.

S-6-6 Students will investigate, analyze, describe, and classify matter in terms of its physical properties. The students will investigate and infer that changes in matter require an exchange of energy.

6-6-1 The students will measure the mass of matter using a double pan balance.

6-6-2 The students will calculate the volume of matter using measurement (h x w x l) and by using a spill cup/graduate cylinder.

6-6-3 The students will classify matter according to its properties as solid, liquid, gas, element, compound, mixture, or alloy.

6-6-4 Students will classify matter according to its properties as solid, liquid, or gas, element, compound, or alloy.

6-6-5 Students will analyze the affects of energy transfer involving some types of matter.

S-6-7 The students will measure, calculate (operationally define), and analyze the results with regard to speed, acceleration, and momentum. The students will explain the forces of gravity and friction. The students will memorize and apply Newton’s three laws of motion. The students will describe electromagnetic energy according to its frequency characteristics. The students will define the nature of whit light. The student will define the behavior of light according to the medium it is traveling through.

6-7-1 The students will operationally define the speed of an object.

6-7-2 The students will operationally define the acceleration of an object.

6-7-3 The students will demonstrate the affect of air resistance on the acceleration of a falling body.

6-7-4 The students will us the acceleration chart to determine the height achieved by an object.

6-7-5 The students will determine the rate of pull of the force of gravity on a dropped and thrown object.

6-7-6 The students will experiment, analyze the data, and conclude that friction is a force that contributes to a reduction in acceleration.

6-7-7 The students will create a chart showing the electromagnetic spectrum.

6-7-8 The students experiment, analyze the data and conclude the nature of white light after passing it through a prism, and thus deduce the nature of “black”.

6-7-9 The students will predict the outcome of passing light through various types of materials.

6-7-10 The students will predict the direction of travel of light passing through various materials.