6th Grade Science

The science courses for sixth grade contain components of life, physical, and earth/space sciences. They are designed to engage thought processes necessary to build a foundation, which encourages all students to further enhance their understanding of an appreciation for the basic concepts of science. The students will research, examine, experiment, and draw conclusions about various science themes though hands-on demonstrations, virtual simulations, and laboratory activities. The Science Safety Manual Grades 6-12 guidelines must be adhered to whenever experiments, laboratory activities, and hands-on activities are performed.

The order of the course work taught is very important. To graduate, students must now pass a series of tests. The foundation for the science parts of the testing is laid in sixth grade. Because of this the order of the units taught have been changed from that of the book. Life science is to be taught the first nine weeks. Physical science is taught the second and third nine weeks, concluding with Earth/Space science.

A course outline, scope and sequence, curriculum map, video list, and website addresses are located in this document. Also included are the state standards and performance indicators that students must meet for sixth grade. This information is intended to help you teach science concepts, objectives, and laboratory activities to be covered throughout the year. Additional resources are available within the curriculum and should be incorporated into each teachers program. The technology incorporated into each chapter should be explored to its fullest potential. Listed in the course outline is the website and keyword for worksheets and other teaching aids related to each chapter.

In the course outline and curriculum map you will encounter the following abbreviations in this document.:

• IL = Inquiry Lab
• LYCE = Labs You Can Eat
• WB demo = Whiz Bang Demonstration
• Demo = Demonstration
• TE = Teacher Edition
• IE CD-ROM = Interactive Exploration CD-ROM
• le = Learning Expectation
• pi = Performance Indicators
• cd = Compact Disc
• e = Exploration

In today’s society, discoveries by scientists have led to major breakthroughs in space exploration, cell biology, and technology. In sixth grade science, we are preparing students for a world in which a strong background knowledge of science is needed. The courses taught are designed to accentuate the thought processes and enhance the scientific competencies so that the student can fully develop his/her maximum potential. The course work is designed to utilize and heighten cognitive abilities through knowledge and concept attainment. Laboratory experiences will emphasize problem solving, information gathering, observing, analyzing, and decision-making. It is crafted to examine the nature of scientific enterprise; to evaluate the historical and current relationship of science and society; and to broaden the horizons of each student.

Shelby County Schools provides comprehensive science course work that engages each student in the understanding of basic scientific processes and principles; provides hands-on experiences, incorporates technology; and promotes self-directed inquiry skills. The programs are crafted to clarify the primary significance of science as a ‘real world’ catalyst for life changes.

The students within Shelby County Schools who require modifications due to their Individualized Education Program (IEP) are legally entitled to curriculum adjustment. An IEP is a legal document which must be followed in accordance with the laws set forth by the federal government, state statutes and Shelby County Schools’ policy.

All educators must examine the student’s IEP to determine exactly what modifications are necessary to meet the student’s educational needs. For example, many IEPs require extended time for student reading, writing, test taking, and other assignments. However, it is not a question of whether the IEP should be followed, rather, it is a question of how best to effectively implement the required modifications of the IEP to benefit the student. Educators should read each student’s IEP and review curriculum plans. Interviewing the students individually provides an excellent means of finding techniques to maximize the student’s educational progress. School resource departments are also invaluable resources.