6th Grade Overarching Concept:
Climate arises from system interactions and strongly influences organism structures and behaviors.
Unit 1: A cell, a person and planet Earth are each a system made up of subsystems.
Students begin their explorations in Instructional Segment 1 (IS 1) by applying the crosscutting concept of Systems and System Models to different Earth science and life science contexts. A key understanding from IS 1 is that systems are made of component parts that interconnect with each other. Moreover each of the component parts is itself a system that is made of component parts. This notion of systems within systems within systems (also called nested systems) is particularly apparent in analyzing a “human being system” that is made of components called body systems (e.g., the circulatory system) that are made of organs (e.g., the heart) that are made of tissues that consist of different kinds of cells.
Climate arises from system interactions and strongly influences organism structures and behaviors.
Unit 1: A cell, a person and planet Earth are each a system made up of subsystems.
Students begin their explorations in Instructional Segment 1 (IS 1) by applying the crosscutting concept of Systems and System Models to different Earth science and life science contexts. A key understanding from IS 1 is that systems are made of component parts that interconnect with each other. Moreover each of the component parts is itself a system that is made of component parts. This notion of systems within systems within systems (also called nested systems) is particularly apparent in analyzing a “human being system” that is made of components called body systems (e.g., the circulatory system) that are made of organs (e.g., the heart) that are made of tissues that consist of different kinds of cells.
Grade 6 Unit 1 Performance Expectations Addressed
ngss_ms_framework-_6th_grade-_unit_1.pdf |
Unit 2: Weather conditions result from the interaction among different Earth subsystems.
Students apply the systems crosscutting concept to the topic of California weather. In Grade 5 students developed models of how various Earth systems interact. They also explored the reservoirs of the water cycle. In IS 2 students deepen their understanding by analyzing the processes of the water cycle and the physical science underlying these processes. These Earth science and physical science concepts are then applied to understanding weather in different California regions. Patterns of temperature and precipitation are causally related to geographical features such as proximity to the ocean, latitude, altitude, and proximity to mountains. The water cycle is also very important conceptually because of its central role in weather phenomena and because it provides an example of a property of a whole system that is different than the properties of its parts.
Students apply the systems crosscutting concept to the topic of California weather. In Grade 5 students developed models of how various Earth systems interact. They also explored the reservoirs of the water cycle. In IS 2 students deepen their understanding by analyzing the processes of the water cycle and the physical science underlying these processes. These Earth science and physical science concepts are then applied to understanding weather in different California regions. Patterns of temperature and precipitation are causally related to geographical features such as proximity to the ocean, latitude, altitude, and proximity to mountains. The water cycle is also very important conceptually because of its central role in weather phenomena and because it provides an example of a property of a whole system that is different than the properties of its parts.
Grade 6 Unit 2 Performance Expectations Addressed
ngss_ms_framework__grade_6_unit_2.pdf |
Unit 3: Regional climates strongly influence regional plant and animal structures and behaviors.
Students extends their investigations of phenomena to the more general level of regional climate in different parts of the planet. At the level of climate, students can correlate the cause and effect relationships that determine regional climate patterns and the circulation of matter and energy by the atmosphere and ocean. Students also correlate cause and effect relationships between the climate of a region and the structures and behaviors of plants and animals that live in that region. Regional climate provides another compelling example of a property of a whole system.
Students extends their investigations of phenomena to the more general level of regional climate in different parts of the planet. At the level of climate, students can correlate the cause and effect relationships that determine regional climate patterns and the circulation of matter and energy by the atmosphere and ocean. Students also correlate cause and effect relationships between the climate of a region and the structures and behaviors of plants and animals that live in that region. Regional climate provides another compelling example of a property of a whole system.
Grade 6 Unit 3 Performance Expectations Addressed
ngss_framework_grade_6_-unit_3.pdf |
Unit 4: Human activités can change the amount of global warming and its impacts on plants and animals.
Students conclude the year by scaling from the regional climate level to the level of global warming. In previous Instructional Segments, students had several opportunities to design solutions to problems primarily from engineering and technology perspectives. During IS 4, they have opportunities to work on projects related to monitoring an environmental issue and designing solutions to reduce the impacts related to that issue. Global climate change provides many interesting opportunities to further develop and apply skills relating to the technological and scientific aspects of solving societal problems. Global climate change also provides a real world context where some of the criteria and constraints can involve human psychological and social motivations and patterns of behavior that must be considered as part of the design in solving a problem.
Students conclude the year by scaling from the regional climate level to the level of global warming. In previous Instructional Segments, students had several opportunities to design solutions to problems primarily from engineering and technology perspectives. During IS 4, they have opportunities to work on projects related to monitoring an environmental issue and designing solutions to reduce the impacts related to that issue. Global climate change provides many interesting opportunities to further develop and apply skills relating to the technological and scientific aspects of solving societal problems. Global climate change also provides a real world context where some of the criteria and constraints can involve human psychological and social motivations and patterns of behavior that must be considered as part of the design in solving a problem.
Grade 6 Unit 4 Performance Expectations Addressed
ngss_ms_framework-grade_6_unit_4.pdf |