6th Grade Science Yearlong Curriculum Guide

Overarching Climate arises from system interactions and strongly influences organism
Guiding Concept structures and behaviors.
for Entire Year
Essential  How does climate impact organisms?
Questions  Are these impacts positive or negative? For whom?
 What can 6th-graders do with science knowledge to address the impacts
climate has on organisms?
Lens Life Science, Earth & Space Science, Physical Science, Engineering &
Technological Sciences
All 6th Grade SEPs  Planning and Carrying Out Investigations
(“Things Scientists  Developing and Using Models
Do”)  Engaging in Argument from Evidence
 Asking Questions and Defining Problems
 Constructing Explanations and Designing Solutions
 Obtaining, Evaluating, and Communicating Information
All 6th Grade CCCs  Structure and Function
(“Big-Picture Ideas  Systems and System Models
Scientists Consider  Energy and Matter
When Looking at a  Influence of Science, Engineering, and Technology on Society and the
Problem”) Natural World
 Cause and Effect
 Stability and Change

Instructional Segment 1
 Inquiry Unit 1 (~2 weeks) Instructional Segment 3
 Unit 2 Cells (~2 weeks)  Unit 7 Climate (~3 weeks)
 Unit 3 Organisms as Systems (~3 weeks)  Unit 8 Genetics (~3 weeks)
 Unit 4 Water Cycle (~3 weeks)  Unit 9 Adaptations (~3 weeks)

Instructional Segment 2 Instructional Segment 4

 Unit 5 Energy – Thermal and Kinetic  Unit 10 Climate Change (~3 weeks)
(~4 weeks)  Unit 11 Human Impact (~4 week
 Unit 6 Weather Systems – Causes and
Effects (~3 weeks)
 Benchmark 1 (11/14-12/6): Benchmark 2 (3/6-3/17):
Theme Cells and Body Systems Weather and Climate
Focus Topics Cells, structure and function, organ Factors that contribute to weather patterns
systems (digestive, circulatory, and and regional climates (ie. temperature,
respiratory systems) latitude, altitude, wind patterns, ocean
Specifically how circulatory and currents)
digestive systems work together
and how respiratory circulatory
systems work together
Focus DCI LS1.A ESS 2.D
Focus CC RST. 6-8.1 RST. 6-8.1
Focus SEP Analyzing and Interpreting Data, Analyzing and Interpreting Data and
Constructing Explanations, and Engaging in argument from evidence
Engaging in argument from evidence
Focus CCC Systems and System Models, Structure Patterns
and Function
Instructional Segment 1: A cell, a person, and planet Earth are each a
system made up of subsystems.

Topic:
Inquiry
Unit # 1
Time
Essential Question: WHAT DO SCIENTISTS DO AND THINK
Frame:
ABOUT?
~2 weeks

Focus on science and engineering practices, may choose any content

Unit 1 Inquiry essentials and activities

Topic: Cells Unit # 2

Time Frame: Essential Question: HOW CAN A CELL BE CONSIDERED A

~2 weeks SYSTEM AND A SUBSYSTEM?
 MS-LS1-1: Conduct an investigation to provide evidence that living things are

PE (linked to Evidence Statements)

made of cells; either one cell or many different numbers and types of cells.
[Clarification is on developing evidence that living things are made of cells,
distinguishing between living and non-living things, and understanding that living
things may be made of one cell or many and varied cells.]

MS-LS1-2:Develop and use a model to describe the function of a cell as a whole

and ways parts of cells contribute to the function. [Clarification Statement:
Emphasis is on the cell functioning as a whole system and he primary role of
identified parts of the cell, specifically the nucleus, chloroplasts, mitochondria, cell
membrane, and cell wall.] [Assessment Boundary: Assessment of organelle
structure/function relationships is limited to the cell wall and cell membrane.
Assessment of the function of the other organelles is limited to their relationship to
the whole cell. Assessment does not include the biochemical function of cells or
cell parts.]

Highlighted CCC Highlighted SEP Key Concepts / Understandings (DCIs)

 Scale,  Planning and *LS1.A: Structure and Function

Proportion, Carrying Out [NOTE: This DCI is a focus on Benchmark 1]
and Quantity Investigations  All living things are made up of cells, which is the
smallest unit that can be said to be alive. An organism
 Structure and  Developing may consist of one single cell (unicellular) or many
Function and Using different numbers and types of cells (multicellular).
Models  Within cells, special structures are responsible for
particular functions, and the cell membrane forms the
boundary that controls what enters and leaves the cell.

Key Vocabulary cell organism system

subsystem interact bacteria
archaea Eukarya living
non-living virus organelle
nucleus chloroplast mitochondria
cell membrane cell wall boundaries
inputs / outputs unicellular multicellular
scale structure function
model component

Potential X All cells are the same size and shape (ie. there is a generic cell).
Misconceptions X Our whole body is made up of trillions of identical cells.
X There are no single-celled organisms.
X Some living parts of organisms are not made of cells.
X Plants are not made of cells.
X Cells of living organisms do not make molecules for their own growth and
repair.
X Specialized cells only contain genetic information for their specific role or
function within an organism.
X All plant cells (or all animal cells) are a specific color.
X Cells are smaller than atoms.
X Cells can never be seen by humans.
X Cells do not exist once an organism dies.
X Bacteria and viruses are the same thing.
X “Non-living” and “once-living” are synonyms.
 XAny combination of traits for living things can prove that something is living.
XVery small organisms are all single-cellular.
XProkaryotic and eukaryotic are synonyms for unicellular and multicellular.
XThere are no smaller parts that make up cells.
Possible Performance Tasks (Formative and
Possible Phenomena Summative)
MS-LS1-1  Cancer 1) Given a set of living or non-living items, students
MS-LS1-2  Henrietta Lack’s can:
Immortal Cells: a. Accurately distinguish between living and non-
https://youtu.be/22l living things
GbAVWhro b. Communicate evidence that all living things are
 Photosynthesis made of cells
c. Provide examples and explain how living things
may be either one cell or many different
numbers and types of cells.

2) Students create and revise a diagram or model

showing the differences between a plant and
animal cell.
a. Students explain the function of specific
organelles: nucleus, chloroplasts,
mitochondria, cell membrane, and cell wall
b. Students use information from their
diagrams/models to describe how a cell is both
a system and a subsystem in a multicellular
organism.

Topic:
Organisms as Unit # 3
Systems
Essential Question: HOW DO SYSTEMS AND SUBSYTEMS
Time Frame: MAKE UP ORGANISMS?
~3 weeks

MS-LS1-3: Use argument supported by evidence for how the body is a system of
interacting subsystems composed of groups of cells. [Clarification Statement:
PE (linked to

Statements)

Emphasis is on the conceptual understanding that cells form tissues and tissues
Evidence

form organs specialized for particular body functions. Examples could include the
interaction of subsystems within a system and the normal functioning of those
systems.] [Assessment Boundary: Assessment does not include the mechanism
of one body system independent of others. Assessment is limited to the
circulatory, excretory, digestive, respiratory, muscular, and nervous systems.]
Highlighted CCC Highlighted SEP Key Concepts / Understandings (DCIs)

 Systems and  Engaging in LS1.A: Structure and Function

System Argument from  In multicellular organisms, the body is a system of
Models Evidence multiple interacting subsystems. These
subsystems are groups of cells that work together
to form tissues and organs that are specialized for
 Engaging in  Asking Questions
particular body functions.
Argument and Defining ETS1.A: Defining and Delimiting Engineering
from Problems Problems
 Evidence  The more precisely a design task’s criteria and
constraints can be defined, the more likely it is that
 Science is a the designed solution will be successful.
Human Specification of constraints includes consideration
Endeavor of scientific principles and other relevant knowledge
that are likely to limit possible solutions.
(Nature of
ETS1.B: Developing Possible Solutions
Science  There are systematic processes for evaluating
Connection) solutions with respect to how well they meet the
criteria and constraints of a problem.

Key Vocabulary circulatory system excretory system digestive system

respiratory system muscular system nervous system
component parts body systems organs
tissues evidence argument

Potential XAir is distributed through the body in air tubes.

Misconceptions XCarbon dioxide, oxygen, water, and molecules from food pass directly through
the walls of arteries and veins to and from other parts of the body rather than
through the walls of the capillaries.
X Molecules from food are distributed by way of special tubes, not by way of the
circulatory system, to the rest of the body.
X Tissues are only found in the muscular system.
X The heart is one large pump (instead of a four-part “pump”).
X Body systems function independently of each other (ie. the digestive system
has nothing to do with the circulatory system / the circulatory system has
nothing to do with the respiratory system)
X Blood in veins is blue because it has no oxygen; blood in arteries is red
because it has oxygen.
X “Organs” only refers to internal structures like the heart and stomach (not like
the skin and eyes); not all systems have organs.
X Every time you breathe out, you are breathing out the carbon dioxide from the
last breath you inhaled.
X The nervous system only has to do with feelings of nervousness or fear
responses.
X Humans breathe in only oxygen.
X The muscular system is made up of only muscles.
X The skeletal system is made up of only bones.
X The digestive system and excretory system are the same.
X There are only 6 body systems.
Possible Performance Tasks (Formative and
Possible Phenomena Summative)
MS-LS1-3  Interactions of 1) Students create a model of a body system using
MS-ETS1-1 Systems to walk 10 specific criteria and constraints.
MS-ETS1-2 meters
 Exercise and 2) Students write a Claim-Evidence-Reasoning
breathing rate / argument for how the body system they created is
heart rate a system of interacting subsystems composed of
 Pathway of one cells.
drop of blood (from
a breath being
inhaled to a breath
being exhaled)
 Digesting a bite of
 an apple

Topic: Water
Unit # 4
Cycle
Essential Question: HOW DO SYSTEMS AND SUBSYSTEMS
Time Frame:
CONTINUALLY CYCLE WATER AROUND THE DIFFERENT
3 weeks
PARTS OF OUR PLANET?

**MS-ESS2-4: [NOTE: This PE is included in multiple Instructional Segments]

Develop a model to describe the cycling of water through Earth’s systems driven
PE (linked to Evidence Statements)

by energy from the sun and the force of gravity. [Clarification Statement:
Emphasis is on the ways water changes its state as it moves through the multiple
pathways of the hydrologic cycle. Examples of models can be conceptual or
physical.] [Assessment Boundary: A quantitative understanding of the latent heats
of vaporization and fusion is not assessed.]

**MS-ESS2-6: [NOTE: This PE is included in multiple Instructional Segments]

Develop and use a model to describe how unequal heating and rotation of the
Earth cause patterns of atmospheric and oceanic circulation that determine
regional climates. [Clarification Statement: Emphasis is on how patterns vary by
latitude, altitude, and geographic land distribution. Emphasis of atmospheric
circulation is on the sunlight-driven latitudinal banding, the Coriolis effect, and
resulting prevailing winds; emphasis of ocean circulation is on the transfer of heat
by the global ocean convection cycle, which is constrained by the Coriolis effect
and the outlines of continents. Examples of models can be diagrams, maps and

Highlighted CCC Highlighted SEP Key Concepts / Understandings (DCIs)

 Energy and  Developing and ESS2.C: The Roles of Water in Earth’s Surface
Matter Using Models Processes:
 Water continually cycles among land, ocean,
and atmosphere via transpiration, evaporation,
condensation and crystallization, and
precipitation, as well as downhill flows on land.
 Global movements of water and its changes in
form are propelled by sunlight and gravity.
 Variations in density due to variations in
temperature and salinity drive a global pattern
of interconnected ocean currents.
*ESS2.D: Weather and Climate [NOTE: This DCI is a
focus on Benchmark 2]
 Weather and climate are influenced by
interactions involving sunlight, the ocean, the
atmosphere, ice, landforms, and living things.
These interactions vary with latitude, altitude,
and local and regional geography, all of which
can affect oceanic and atmospheric flow
patterns.
 The ocean exerts a major influence on weather
 and climate by absorbing energy from the sun,
releasing it over time, and globally redistributing
it through ocean currents.

Key Vocabulary energy matter atmosphere

weather climate properties
environment complex force
gravity hydrologic cycle unequal heating
rotation (of Earth) circulation latitudinal banding
Coriolis effect prevailing winds convection cycle diagrams
precision boundaries
inputs / outputs

Potential X Water evaporates into the air only when the air is very warm.
Misconceptions X When water evaporates tiny droplets of water, not water vapor, are formed.
X Cooler air can hold more water vapor than warmer air.
X Cloud are like vessels that hold water.
X Clouds are made of water vapor.
X There are water molecules in clouds, but not in the air outside of clouds.
X The land does not transfer energy to the air.
X The temperature of air is not affected by the surface of the Earth beneath it.
X When water changes state, its temperature is not affected.
X Water on the Earth’s surface always flows into rivers, and rivers always flow
back to the ocean.
X Precipitation only refers to rain.
X Some force other than gravity and sunlight (like wind) drives the water cycle.
Possible Performance Tasks (Formative and
Possible Phenomena Summative)
MS-ESS2-4  Snowing in Southern 1) Students develop a model to describe
MS-ESS2-6 California? the cycling of water through Earth’s
 One drop of water in the systems:
water cycle a. Includes how the water changes
 Rain – sudden downpour states as it moves through the
 Drought multiple pathways of the water cycle
b. Includes how energy from the sun
and the force of gravity are the
drivers of the water cycle

Instructional Segment 2: Weather conditions result from the

interactions among different Earth subsystems.

Topic:
Thermal and
Unit # 5
Kinetic
Energy
Essential Question: HOW DOES TEMPERATURE RELATE TO
THERMAL ENERGY AND KINETIC ENERGY?
Time Frame:
4 weeks
 MS-PS3-3: Apply scientific principles to design, construct, and test a device that

PE (linked to Evidence
either minimizes or maximizes thermal energy transfer. [Clarification Statement:
Examples of devices could include an insulated box, a solar cooker, and a

Statements)
Styrofoam cup.] [Assessment Boundary: Assessment does not include calculating
the total amount of thermal energy transferred.]

MS-PS3-4: [NOTE: This PE is included in multiple Instructional Segments]

Plan an investigation to determine the relationships among the energy transferred,
the type of matter, the mass, and the change in the average kinetic energy of the
particles as measured by the temperature of the sample. [Clarification Statement:
Examples of experiments could include comparing final water temperatures after
Highlighted CCC Highlighted SEP Key Concepts / Understandings (DCIs)

 Energy and  Constructing PS3.A: Definitions of Energy

Matter Explanations and  Temperature is a measure of the average kinetic
Designing energy of particles of matter. The relationship
 Scale, Solutions between the temperature and the total energy of a
Proportion, system depends on the types, states, and amounts
and Quantity  Planning and of matter present.
Carrying Out PS3.B: Conservation of Energy and Energy Transfer
Investigations  Energy is spontaneously transferred out of hotter
regions or objects and into colder ones.
 Engaging in  The amount of energy transfer needed to change
Argument from the temperature of a matter sample by a given
Evidence amount depends on the nature of the matter, the
size of the sample, and the environment.
 Scientific  When the motion energy of an object changes, there
Knowledge is is inevitably some other change in energy at the
Based on same time.
Empirical ETS1.A: Defining and Delimiting Engineering
Evidence Problems
(Connection to  The more precisely a design task’s criteria and
Nature of Science) constraints can be defined, the more likely it is that
the designed solution will be successful.
Specification of constraints includes consideration of
scientific principles and other relevant knowledge
that are likely to limit possible solutions.
ETS1.B: Developing Possible Solutions
 A solution needs to be tested, and the modified on
the basis of the test results in order to improve it.
There are systematic process for evaluating
solutions with respect to how well they meet criteria
and constraints of a problem.

Key Vocabulary particle energy kinetic energy

transfers regions temperature
environment depends matter
convection conduction radiation
average empirical evidence
criteria constraints minimize
maximize thermal energy fluid
Potential Some materials are intrinsically cold.
X
Misconceptions Boiling points vary with the amount of matter.
X
Energy can be created.
X
When two objects at different temperatures are in contact with each other,
X
thermal energy is transferred from the warmer object to the cooler object and
“coldness” or “cold energy” is transferred from the cooler object to the warmer
object.
X Energy is not transferred from one object to another unless those objects are
in direct contact with each other.
X Only hot or warm objects transfer thermal energy.
X “Heat” and “thermal energy” are synonyms for temperature.
X Thermal energy is not related to the number of molecules that make up an
object.
X Thermal energy is not related to the type of molecule that makes up an object.
X The thermal energy of an object is not related to the material the object is
made of.
X The thermal energy of an object is not related to the mass of the object.
X Inanimate objects do not have any thermal energy.
X Thermal energy is not related to the kinetic energy, or to the speed, of the
molecules that make up an object.
X Convection currents cannot occur in gases.
X When water is moving, its thermal energy moves separately from the water.
X Magnifying glasses make things hotter.
X Reflecting sun rays is the most important way to increase the temperature of a
solar oven (and not insulating it).
X Radiation is always a “bad.”
X In the world, hot things are usually red, and cold things are usually blue.
X All organisms are warm-blooded.
X Cold-blooded organisms literally have “cold blood.”
Possible Performance Tasks (Formative and
Possible Phenomena Summative)
MS-PS3-3  paper spiral and candle 1) Engineering Design Task: Students define the
MS-PS3-4 (or other heat source) criteria and constraints of a design problem;
MS-PS3-5  convection cells in students evaluate competing design solutions
MS-ETS1-1 water using a systematic process to determine how
MS-ETS1-2  boiling water rising and well they meet the criteria and constraints of
falling the problem; students design, construct, and
 “You Can Light a Match test a device that either minimizes or
maximizes thermal energy transfer.
With Just A Rubber
Band” –
2) Scientific Experiment Task: Students design
https://sites.google.com
and conduct an investigation to determine the
/site/sciencephenomen
relationships among the energy transferred, the
oa/search
type of matter, the mass, and the change in
 melting ice  rising
average kinetic energy of the particles as
sea levels
measured by the temperature of the sample.
 hand warmers
 heating “regular air” vs.
air with carbon dioxide
 air rising inside a house
(attic warmer than
basement)
 Topic:
Weather
Systems – Unit # 6
Causes and
Effects Essential Question: HOW DO CHANGES IN THE ATMOSPHERE
IMPACT THE WEATHER OF A SPECIFIC LOCATION?
Time Frame:
~3 weeks

**MS-ESS2-4: [NOTE: This PE is included in multiple Instructional Segments]

PE (linked to Evidence

Develop a model to describe the cycling of water through Earth’s systems driven
by energy from the sun and the force of gravity. [Clarification Statement:
Statements)

Emphasis is on the ways water changes its state as it moves through the multiple
pathways of the hydrologic cycle. Examples of models can be conceptual or
physical.] [Assessment Boundary: A quantitative understanding of the latent heats
of vaporization and fusion is not assessed.]

**MS-ESS2-6: [NOTE: This PE is included in multiple Instructional Segments]

Develop and use a model to describe how unequal heating and rotation of the
Earth cause patterns of atmospheric and oceanic circulation that determine

Highlighted CCC Highlighted SEP Key Concepts / Understandings (Based on DCIs)

 Energy and  Developing and ESS2.C: The Roles of Water in Earth’s Surface
Matter Using Models Processes
 Water continually cycles among land, ocean, and
 Systems and  Asking Questions atmosphere via transpiration, evaporation,
condensation and crystallization, and precipitation,
System and Defining
as well as downhill flows on land.
Models Problems  Global movements of water and its changes in form
are propelled by sunlight and gravity.
 Influence of  Variations in density due to variations in temperature
Science, and salinity drive a global pattern of interconnected
Engineering, ocean currents.
and *ESS2.D: Weather and Climate [NOTE: This DCI is a
Technology focus on Benchmark 2]
on Society  Weather and climate are influenced by interactions
and the involving sunlight, the ocean, the atmosphere, ice,
landforms, and living things. These interactions vary
Natural World
with latitude, altitude, and local and regional
geography, all of which can affect oceanic and
atmospheric flow patterns.
 The ocean exerts a major influence on weather and
climate by absorbing energy from the sun, releasing
it over time, and globally redistributing it through
ocean currents.

ETS1.A: Defining and Delimiting Engineering

Problems
 The more precisely a design task’s criteria and
constraints can be defined, the more likely it is that
 the designed solution will be successful.
Specification of constraints includes consideration of
scientific principles and other relevant knowledge
that are likely to limit possible solutions.

Key Vocabulary reservoirs water cycle processes

precipitation causally related geographical features
proximity phenomena transpiration
evaporation condensation crystallization
atmosphere currents natural
relative humidity heat capacity
vapor analyze data
Potential XOcean currents do not affect air temperature by transferring thermal energy to
Misconceptions and from a place.
X Ocean currents are only seen in specific sections of ocean (like in “Finding
Nemo”—thanks, Pixar!)
X Air currents do not affect air temperature by transferring thermal energy to and
from a place.
X The daily temperature range at a place is larger the closer the place is to the
ocean.
X The air does not have “pressure” (or the air does not always have pressure).
X Places at the same latitude receive different amounts of daylight.
X The weather at a specific location is determined by its climate.
X The weather at a specific location is “random” or cannot be determined
probabilistically.
X Weather only refers to temperature.
X Weather is generally stable for most places most of the time.
X Weather only refers to the amount of sun a location has.
X “Weather” can be used interchangeably with “climate.”
X Humidity only happens when it is about to rain or when it is raining.
X In most locations, there is no humidity in the atmosphere.
Possible Performance Tasks (Formative and
Possible Phenomena Summative)
MS-ESS2-4  El Niño 1) Students create a model to describe how the
MS-ESS2-6  East Australian movement of water and air masses cause a specific
MS-ETS1-1 Current / California weather event at a specific location.
Current 2) Students create a model to predict the weather of a
 Pacific Garbage specific location.
Patch

Instructional Segment 3: Regional climates strongly influence

regional plant and animal structures and behaviors.

Topic: Climate
Unit # 7
Time Frame:
Essential Question: HOW ARE THE CAUSES OF CLIMATE
~3 weeks
DIFFERENT FROM THE CAUSES OF WEATHER?
 MS-ESS2-5: Collect data to provide evidence for how the motions of complex

PE (linked to Evidence
interactions of air masses results in changes in weather conditions. [Clarification
Statement: Emphasis is on how air masses flow from regions of high pressure to

Statements)
low pressure, causing weather (defined by temperature, pressure, humidity,
precipitation, and wind) at a fixed location to change over time, and how sudden
changes in weather can result when different air masses collide. Emphasis is on
how weather can be predicted within probabilistic ranges. Examples of data can
be provided to students (such as weather maps, diagrams, and visualizations) or
obtained through laboratory experiments (such as with condensation).]
[Assessment Boundary: Assessment does not include recalling the names of
cloud types or weather symbols used on weather maps or the reported diagrams
Highlighted CCC Highlighted SEP Key Concepts / Understandings (DCIs)

 Cause and  Planning and ESS2.C: The Roles of Water in Earth’s Surface
Effect Carrying Out Processes
Investigations  The complex patterns of the changes and the
 Systems and movement of water in the atmosphere,
System  Developing and determined by winds, landforms, and ocean
Models Using Models temperatures and currents, are major
determinants of local weather patterns.
 Scale,  Scientific  Variations in density due to variations in
Proportion, Knowledge is temperature and salinity drive a global pattern
and Quantity Based on of interconnected ocean currents.
Empirical *ESS2.D: Weather and Climate [NOTE: This DCI is a
Evidence focus on Benchmark 2]
(Connection to  Because these patterns are so complex,
Nature of Science) weather can only be predicted probabilistically.

PS3.A: Definitions of Energy

 Temperature is a measure of the average kinetic
energy of particles of matter. The relationship
between the temperature and the total energy of a
system depends on the types, states, and amounts
of matter present.
PS3.B: Conservation of Energy and Energy
Transfer
 The amount of energy transfer needed to change
the temperature of a matter sample by a given
amount depends on the nature of the matter, the
size of the sample, and the environment.

Key Vocabulary reproduction interactions * atmosphere *

hydrosphere * geosphere * biosphere *
vary / variations latitude altitude
cause effect acquired
probability pressure circulation
identical heredity magnitude
hemisphere generalizations
Potential “Weather” and “climate” are synonyms.
X
Misconceptions Distance from the equator is the only factor that determines a region’s
X
climate.
X Ocean currents/a region’s proximity to the ocean do not have an impact on
the region’s climate.
X Climates do not change over time.
X Climates just mean “what the weather is usually like” and therefore cannot be
“predicted.”
Possible Performance Tasks (Formative and
Possible Phenomena Summative)
MS-ESS2-5  El Nino 1) Students develop and use a model to describe how
MS-ESS2-6  California Drought unequal heating and rotation of the Earth cause
MS-PS3-4 patterns of atmospheric and oceanic circulation that
determine regional climate.
a. Students compare and contrast the causes and
effects of climates of two regions:
b. Describe how latitude, altitude, and geographic
land distribution contribute to differences in:
ATMOSPHERIC CIRCULATION (sunlight-
driven latitudinal banding, the Coriolis effect,
and resulting prevailing winds) and OCEANIC
CIRCULATION (transfer of heat by the global
ocean convection cycle, which is constrained
by the Coriolis effect and the outlines of
continents).
2) Students create a model to describe how the
causes and effects of weather are different from
those of climate.

Topic:
Unit # 8
Genetics
Essential Question: HOW DO ORGANISMS TRANSFER THEIR
Time Frame:
GENETIC INFORMATION TO THEIR OFFSPRING?
3 weeks

MS-LS3-2: Develop and use a model to describe why asexual reproduction

PE (linked to Evidence

results in offspring with identical genetic information and sexual reproduction

results in offspring with genetic variation. [Clarification Statement: Emphasis is on
Statements)

using models such as Punnett squares, diagrams, and simulations to describe the
cause and effect relationship of gene transmission from parent(s) to offspring and
resulting genetic variation.]

**MS-LS1-4: NOTE: This PE is included in multiple Instructional Segments]

Use argument based on empirical evidence and scientific reasoning to support an
explanation for how characteristic animal behaviors and specialized plant
structures affect the probability of successful reproduction of animals and plants

Highlighted CCC Highlighted SEP Key Concepts / Understandings (DCIs)

 Cause and  Developing and LS1.B: Growth and Development of Organisms

Effect Using Models  Organisms reproduce, either sexually or
asexually, and transfer their genetic
information to their offspring.
  Engaging in  Animals engage in characteristic behaviors
Argument from that increase the odds of reproduction.
Evidence  Plants reproduce in a variety of ways,
sometimes depending on animal behavior and
specialized features for reproduction.
LS3.A: Inheritance of Traits
 Variations in inherited traits between parent
and offspring arise from genetic differences
that result from the subset of chromosomes
(and therefore genes) inherited.
LS3.B: Variations of Traits
 In sexually reproducing organisms, each
parent contributes half of the genes acquired
(at random) by the offspring. Individuals have
two of each chromosome and hence two
alleles of each gene, one acquired from each
parent. These versions may be identical of
may differ from each other.
Key Vocabulary structures behaviors stimuli
functions variations inherited
traits arise genetic
factors local * conditions
organisms * structures * odds
reproduction interactions * identical
heredity sexually cause
effect genes sample
transmitting asexually offspring
chromosomes homozygous acquired
probability heterozygous purebred
hybrid dominant recessive

Potential X Genes are traits.

Misconceptions X A gene and the expression of the gene as a characteristic or trait are the
same thing (ie. if you inherit a gene, you will always express the trait of that
gene)
X All traits have a single corresponding gene responsible for its expression.
X There are some types of organisms that do not have DNA.
X The information in the DNA molecules of a plant does not affect the behaviors
of the plant.
X The different cell types (skin, muscle, etc.) found in a given individual’s body
contain different DNA.
X Each cell contains only the specific genetic information required for its
function.
X A cell is smaller than DNA.
X DNA is located throughout the cell (not in the nucleus).
X In sexually reproducing organisms, half of the organism’s body cells contain
DNA from the mother and half contain DNA from the father.
X Some characteristics of an offspring are determined by the parents’
environmentally acquired characteristics.
X Human randomly inherited specific features from other family members (ie.
“my uncle’s nose”)
X When using a Punnett Square, a 75% chance means the offspring will
definitely inherit the specific trait; a 25% chance means the offspring will
definitely not inherit the specific trait.
 In asexually reproducing organisms, half of the parent’s DNA is passed to its
X
offspring.
X If there is a chance of offspring inheriting a dominant trait, there is no chance
that organism’s future offspring will express the recessive trait.
Possible Performance Tasks (Formative and
Possible Phenomena Summative)
MS-LS3-2  Substitution Point 1) Students develop and use a model to describe
MS-LS1-4 Mutation: Tay- why asexual reproduction results in offspring with
Sachs disease: identical genetic information and sexual
https://youtu.be/Rz reproduction results in offspring with genetic
EpkBU-ITA variation.
 Eye Color 2) Students use given information to create a
 Dog / Horse Punnett Square to predict and explain the
Breeding likelihood of offspring inheriting a specific trait.

Unit # 9
Topic:
Adaptations
Essential Question: HOW DO REGIONAL CLIMATES
INFLUENCE HOW ORGANISMS TRANFER THEIR GENETIC
Time Frame:
INFORMATION TO THEIR OFFSPRING?
~3 weeks
PE (linked to Evidence

**MS-LS1-5: NOTE: This PE is included in multiple Instructional Segments]

Construct a scientific explanation based on evidence for how environmental and
Statements)

genetic factors influence the growth of organisms. [Clarification Statement:

Examples of local environmental conditions could include availability of food, light,
space, and water. Examples of genetic factors could include large breed cattle
and species of grass affecting growth of organisms. Examples of evidence could
include drought decreasing plant growth, fertilizer increasing plant growth,
different varieties of plant seeds growing at different rates in different conditions,
and fish growing larger in large ponds than they do in small ponds.] [Assessment
Boundary: Assessment does not include genetic mechanisms, gene regulation, or
Highlighted CCC Highlighted SEP Key Concepts / Understandings (Based on DCIs)

 Cause and  Constructing LS1.B: Growth and Development of Organisms

Effect Explanations and  Genetic factors as well as local conditions
Designing affect the growth of the adult plant.
Solutions LS1.D: Information Processing
 Each sense receptor responds to different
inputs (electromagnetic, mechanical,
 Obtaining, chemical), transmitting them as signals that
Evaluating, and travel along nerve cells to the brain. The
Communicating signals are then processed in the brain,
Information resulting in immediate behaviors or memories.

Key Vocabulary structures behaviors stimuli

functions variations inherited
traits arise genetic
factors local * conditions
 organisms physical behaviors *
odds reproduction interactions *
regional climate * influence *
sample characteristic specialized features
sense receptor responds inputs
transmitting sexually asexually
offspring chromosomes genes
acquired probability adaptations
Potential X Environmental conditions have not changed in the past, but they are
Misconceptions changing now.
X Individual organisms can deliberately develop new heritable traits because
they need them for survival.
X Sudden environmental change is required for evolution (/adaptation) to
occur.
X Adaptations occur within one generation.
X Adaptations are only physical but not behavioral.
X Adaptations are only behavioral but not physical.
Possible Performance Tasks (Formative and
Possible Phenomena Summative)
MS-LS1-5  “Batman” uses 1) Students write a Claim-Evidence-Reasoning
MS-LS1-8 echo location: explanation to describe how a species’ structural
https://youtu.be/A8 and behavioral adaptations increase the likelihood
lztr1tu4o of successful reproduction.
 Darwin’s Finches 2) Students predict and give evidence for the
adaptation scientists would most likely observe for
a species in a given environment.

Instructional Segment 4: Human activities can change the amount of

global warming and its impacts on plants and animals.
Unit # 10
Topic: Climate
Change
Essential Question: ACCORDING TO DATA GATHERED BY
SCIENTISTS, WHAT FACTORS ARE RESONSIBLE FOR
Time Frame:
GLOBAL WARMING?
~3 weeks
MS-ESS3-5: Ask questions to clarify evidence of the factors that have caused the
PE (linked to Evidence

rise in global temperatures over the past century. [Clarification Statement:

Examples of factors include human activities (such as fossil fuel combustion,
Statements)

cement production, and agricultural activity) and natural processes (such as

changes in incoming solar radiation or volcanic activity). Examples of evidence
can include tables, graphs, and maps of global and regional temperatures,
atmospheric levels of gases such as carbon dioxide and methane, and the rates
of human activities. Emphasis is on the major role that human activities play in
causing the rise in global temperatures.]

**MS-LS1-4: NOTE: This PE is included in multiple Instructional Segments]

Highlighted CCC Highlighted SEP Key Concepts / Understandings (DCIs)

 Stability and  Asking Questions ESS.3D: Global Climate Change

Change and Defining  Human activities, such as the release of
Problems greenhouse gases from burning fossil fuels,
 Cause and are major factors in the current rise in Earth’s
Effect  Engaging in mean surface temperature (global warming).
Argument from Reducing the level of climate change and
Evidence reducing human vulnerability to whatever
climate changes do occur depend on the
understanding of climate science, engineering
 Constructing capabilities, and other kinds of knowledge,
Explanations and such as understanding of human behavior and
Designing on applying that knowledge wisely in decision
Solutions and activities.
LS1.B: Growth and Development of Organisms
 Genetic factors as well as local conditions
affect the growth of the adult plant.
 Animals engage in characteristic behaviors
that increase the odds of reproduction.
 Plants reproduce in a variety of ways,
sometimes depending on animal behavior and
specialized features for reproduction.
Key Vocabulary human activities global warming impacts
local * conditions * organisms *
behaviors * structures * reproduction *
climate * environments * impacts *
fossil fuels cause applying
decision reduce climate changes
correlate scaling criteria
constraints extinction populations
consumption greenhouse gases vulnerability

Potential XThere is not scientific consensus that human activity causes climate change.
Misconceptions XClimate change is not happening.
XWe are not impacted by climate change.
XThe global warming of about 1.4 degrees Celsius in the past century is not a
significant change.
X All places experience global warming / climate change in the same ways.
X In public debate, climate change and global warming refer to two separate
phenomena (climate change is the more recent umbrella term that includes
global warming).
X Natural Earth processes are the main causes of climate change.
Possible Performance Tasks (Formative and
Possible Phenomena Summative)
MS-ESS3-5  Sea level rise/ 1) Students analyze data from multiple sources to
MS-LS1-4 coastal flooding make a claim about the relationship between
MS-LS1-5 greenhouse gases and the average global
temperature over the past century.
2) Students ask questions (which directs their
subsequent research) to determine the causes for
increasing temperatures.

Unit # 11
Topic: Human
Impacts Essential Question: HOW DO HUMANS AND THE NATURAL
WORLD INFLUENCE EACH OTHER?
 Time Frame:
~4 weeks
MS-ESS3-3: Apply scientific principles to design a method for monitoring and
PE (linked to Evidence minimizing a human impact on the environment. [Clarification Statement:
Statements) Examples of the design process include examining human environmental
impacts, assessing the kinds of solutions that are feasible, and designing and
evaluating solutions that could reduce the impact. Examples of human impacts
can include water usage (such as the withdrawal of water from streams and
aquifers or the construction of dams and levees), land usage (such as urban
development, agriculture, or the removal of wetlands), and pollution (such as of
the air, water, or land).]

**MS-ETS1-1: [NOTE: This PE is included in multiple Instructional

Highlighted CCC Highlighted SEP Key Concepts / Understandings (DCIs)

 Cause and  Constructing ESS3.C: Human Impacts on Earth Systems

Effect Explanations  Human activities have significantly altered the
and Designing biosphere, sometimes damaging or destroying
 Influence of Solutions natural habitats and causing the extinction of other
species. But changes to Earth’s environments can
Science,
have different impacts (negative and positive) for
Engineering,  Asking different living things.
and Questions and  Typically, as human populations and per-capita
Technology Defining consumption of natural resources increase, so do
on Society Problems the negative impacts on Earth unless the activities
and the and technologies involved are engineered
Natural World  Engaging in otherwise.
Arguments ETS1.A: Defining and Delimiting Engineering Problems
from Evidence  The more precisely a design task’s criteria and
constraints can be defined, the more likely it is that
the designed solution will be successful.
Specification of constraints includes consideration
of scientific principles and other relevant
knowledge that are likely to limit possible solutions.
ETS1.B: Developing Possible Solutions
 There are systematic processes for evaluating
solutions with respect to how well they meet the
criteria and constraints of a problem.

Key Vocabulary human activities global warming impacts

local * conditions * organisms *
behaviors * structures * reproduction *
climate * environments * impacts *
fossil fuels cause applying
decision reduce climate changes
correlate scaling criteria
constraints extinction populations
consumption greenhouse gases vulnerability

Potential X Human activity does not contribute to climate change.

Misconceptions X Scientists cannot be sure if human activity is a cause of climate change.
X There is nothing humans can do to prevent or slow the rate of climate
change.
 Possible Performance Tasks (Formative and
Possible Phenomena Summative)
MS-ESS3-3  Renewable 1) Students design a method for monitoring and
MSETS1-1 energy minimizing a human impact on the environment that
MS-ETS1-2  California affects their community:
drought 2) Students develop and present a solution to an
 Sea level rise/ environmental issue in their community.
coastal flooding