Grade 6 Science - Textbook Elevate Science Course 1 (SAVVAS)

Penncrest School District

UNITS (11/11 SELECTED) SUGGESTED DURATION

Unit 1: Living in the Biosphere 17 lessons

Unit 1.5: Introduction to Matter 14 lessons
Unit 2: Solids Liquids Gases 14 lessons
Unit 3: Energy 17 lessons
Unit 5: Intro to Earth's systems 14 lessons
Unit 6: Weather in the Atmosphere 20 lessons
Unit 7: Minerals and Rocks 17 lessons
Unit 8: Plate techtonics 17 lessons
Unit 9: Earth's surface systems 17 lessons
Unit 10: Thermal Energy 14 lessons
Unit 11: Getting ready for 7th grade science 7 lessons

Last updated: March 24, 2023 Page 1 of 40

Unit 1: Living in the Biosphere
Grade 6 Science - Textbook Elevate Science Course 1 (SAVVAS) - Last Updated on March 15, 2023

STANDARDS

Pennsylvania - Grade 6 - Science and Technology and Engineering

3.1.6.A1

Describe the similarities and differences of major physical characteristics in plants, animals, fungi, protists, and
bacteria.

3.1.6.A4

Recognize that all organisms are composed of cells and that many organisms are unicellular and must carry out
all life functions in one cell.

3.1.6.A9

Understand how theories are developed. Identify questions that can be answered through scientific investigations
and evaluate the appropriateness of questions. Design and conduct a scientific investigation and understand that
current scientific knowledge guides scientific investigations. Describe relationships using inference and prediction.
Use appropriate tools and technologies to gather, analyze, and interpret data and understand that it enhances
accuracy and allows scientists to analyze and quantify results of investigations. Develop descriptions,
explanations, and models using evidence and understand that these emphasize evidence, have logically
consistent arguments, and are based on scientific principles, models, and theories. Analyze alternative
explanations and understanding that science advances through legitimate skepticism. Use mathematics in all
aspects of scientific inquiry. Understand that scientific investigations may result in new ideas for study, new
methods, or procedures for an investigation or new technologies to improve data collection.

Next Generation Science (NGSS) - Middle School - Life Sciences

MS-LS1-1.

Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different
numbers and types of 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.

MS-LS1-3.

Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups
of cells.

MS-LS4-2.

Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern
organisms and between modern and fossil organisms to infer evolutionary relationships.

Penncrest School District Page 2 of 40

Unit 1: Living in the Biosphere
Grade 6 Science - Textbook Elevate Science Course 1 (SAVVAS) - Last Updated on March 15, 2023

DESIRED RESULTS

Transfer

Students will be able to independently use their learning to...

1. understand that all living things are made up of cells.

2. recognize that the fossil record documents the existence of many life forms throughout Earth's history.

Meaning

Big Ideas & Understandings Essential Questions & Instructional Questions

Students will understand that... Students will keep considering...

• Living Things How do scientists define and organize living things?
• Classification Systems • What evidence is there that all living things
• Viruses, Bacteria, Protists, and Fungi are made of cells?
• Plants and Animals • Where do living things come from?
• What do living things need to stay alive, grow, and
reproduce?
• How are living things classified into groups?
• How does the theory of evolution support the
classification of organisms?
• What are all living things made of?
• What are the characteristics of viruses, bacteria,
protists, and fungi?
• How do viruses, bacteria, protists, and fungi
interact with nature and people.
• What makes animals and plants different in form
and function?
• Which special structures inside plant and animal
cells determine an organism's characteristics?
• How do similar cells work together to help plants
and animals function?
• Which traits are unique to animals?

Penncrest School District Page 3 of 40

Unit 1: Living in the Biosphere
Grade 6 Science - Textbook Elevate Science Course 1 (SAVVAS) - Last Updated on March 15, 2023

Acquisition

Knowledge Skills

Students will know... Students will be skilled at the following in Unit 1...
• Conducting an investigation
Objectives for Lesson 1
• Identify evidence
• Students will conduct an investigation to provide evidence
• Construct explanations
that supports living things are made of cells.
• Developing and using models
• Students will identify evidence that explains where living
• Evaluating
things come from.
• Applying scientific ideas to construct
• Students will conduct an investigation to provide evidence
an explanation
that explains what living things need to stay alive, grow,
and reproduce.

Objectives for Lesson 2

• Students will identify and describe evidence that (1)
explains how living things are classified into groups.
(2)
• Students will identify and describe evidence that
explains how the theory of evolution supports the
classification of organisms.

Objectives for Lesson 3

• Students will identify and describe evidence that
explains what all living things are made of.
• Students will conduct an investigation to provide
evidence that describes the characteristics of viruses,
bacteria, protists, and fungi.
• Students will construct explanations that explain how
viruses, bacteria, protists, and fungi interact with
nature and people.

Objectives for Lesson 4

• Students will determine differences to identify the
forms and functions of different plants and
animals.
• Students will interpret data to determine an

Penncrest School District Page 4 of 40

Unit 1: Living in the Biosphere
Grade 6 Science - Textbook Elevate Science Course 1 (SAVVAS) - Last Updated on March 15, 2023

Acquisition

organism's characteristics.
• Students will cite text evidence to illustrate
differences and similarities in plant and animal
cells.
• Students will identify and describe animal traits.

Penncrest School District Page 5 of 40

Unit 1.5: Introduction to Matter
Grade 6 Science - Textbook Elevate Science Course 1 (SAVVAS) - Last Updated on March 15, 2023

STANDARDS

Pennsylvania - Grade 6 - Science and Technology and Engineering

3.2.6.A1

Distinguish the differences in properties of solids, liquids, and gases. Differentiate between volume and mass.
Investigate that equal volumes of different substances usually have different masses.

Next Generation Science (NGSS) - Middle School - Physical Sciences

MS-PS1-1.

Develop models to describe the atomic composition of simple molecules and extended structures.

MS-PS1-2.

Analyze and interpret data on the properties of substances before and after the substances interact to determine if
a chemical reaction has occurred.

Penncrest School District Page 6 of 40

Unit 1.5: Introduction to Matter
Grade 6 Science - Textbook Elevate Science Course 1 (SAVVAS) - Last Updated on March 15, 2023

DESIRED RESULTS

Transfer

Students will be able to independently use their learning to apply their knowledge of atoms and molecules to explain
the differences among solids, liquids, and gases.

Meaning

Big Ideas & Understandings Essential Questions & Instructional Questions

Students will understand that... Students will keep considering...

• Describing and Classifying Matter How can we observe, measure, and use matter?
Students will understand that...
• Measuring Matter
• What is matter made of?
• Changes in Matter
• What properties describe matter?
• How can you classify different types of matter?
• How can matter be measured?
• What properties of matter can be determined through
measurement?
• How are changes in matter related to changes in
energy?
• What is the difference between a physical change and
a chemical change?

Acquisition

Knowledge Skills

Students will know... Students will be skilled at the following in Unit 1.5...
• Objectives for Lesson 1 • Developing models
◦ Students will construct and use models to • Analyze and interpret data
explain and describe what makes up matter.
◦ Students will use visual examples to describe
the properties of matter and examples of
chemical and physical properties of matter.
◦ Students will cite evidence to classify different

Penncrest School District Page 7 of 40

Unit 1.5: Introduction to Matter
Grade 6 Science - Textbook Elevate Science Course 1 (SAVVAS) - Last Updated on March 15, 2023

Acquisition

types of matter, homogeneous and

heterogeneous mixtures.

• Objectives for Lesson 2

◦ Students will use evidence to identify and
describe: how matter can be measured, how
mass compares to weight.
◦ Students will analyze data to identify and
calculate: properties of matter that can be
determined through measurement, density as a
function of mass and volume.

◦ Objectives for Lesson 3

▪ Students will use ratio reasoning and data to
determine: how matter is conserved during a
physical and a chemical change, how
thermal energy is transformed during a
chemical change.
▪ Students will write to explain: the difference
between a physical and a chemical change,
how changes in matter are related to
changes in energy.

Penncrest School District Page 8 of 40

Unit 2: Solids Liquids Gases
Grade 6 Science - Textbook Elevate Science Course 1 (SAVVAS) - Last Updated on March 15, 2023

STANDARDS

Pennsylvania - Grade 6 - Science and Technology and Engineering

3.2.6.A1

Distinguish the differences in properties of solids, liquids, and gases. Differentiate between volume and mass.
Investigate that equal volumes of different substances usually have different masses.

3.2.6.A5

CONSTANCY AND CHANGE Identify characteristic properties of matter that can be used to separate one
substance from the other.

Next Generation Science (NGSS) - Middle School - Physical Sciences

MS-PS1-4.

Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure
substance when thermal energy is added or removed.

Penncrest School District Page 9 of 40

Unit 2: Solids Liquids Gases
Grade 6 Science - Textbook Elevate Science Course 1 (SAVVAS) - Last Updated on March 15, 2023

DESIRED RESULTS

Transfer

Students will be able to independently use their learning to apply their knowledge of atoms and molecules to explain
the differences among solids, liquids, and gases.

Meaning

Big Ideas & Understandings Essential Questions & Instructional Questions

Students will understand that... Students will keep considering...

• States of Matter What causes matter to change from one state to
another?
• Changes of State
• What are the similarities and differences between
• Gas Behaviors
solids, liquids and gasses?
• What is the relationship between particle motion and
sate of matter?
• How does thermal energy play a role in particle motion
and changes of state?
• What happens to particles during changes of state
between solids, liquids, and gases?
• How does pressure affect the change of state from
liquid to gas?
• How do changes in particle motion of a gas affect
physical properties?
• How are the temperature, pressure, and volume of a
gas related?

Acquisition

Knowledge

Students will know... Students will be skilled at the following in Unit 2...
• Objectives for Lesson 1 • Developing a model

Penncrest School District Page 10 of 40

Unit 2: Solids Liquids Gases
Grade 6 Science - Textbook Elevate Science Course 1 (SAVVAS) - Last Updated on March 15, 2023

Acquisition

◦ Students will write informative text to explain: (1) • Predicting

similarities and differences between solids,
liquids, and gases. (2) similarities and differences
between high-viscosity liquids and low-viscosity
liquids. (3) the relationship between particle
motion and the state of matter.
◦ Students will develop and use models to
demonstrate how the arrangement and movement
of particles compare in solids, liquids, and gases.
• Objectives for Lesson 2
◦ Students will describe cause-and-effect
relationships related to: (1) the role thermal energy
plays in particle motion. (2) the role thermal energy
plays in changes of state.
◦ Students will use text information to explain how
pressure affects a change of state from a liquid to
a gas.
◦ Students will develop and use models to describe
what happens to particles of matter during
changes of state between solids, liquids, and
gases.
◦ Objectives for Lesson 3
▪ Students will demonstrate comprehension of
text by summarizing: (1) how Charles's Law
relates temperature and volume of gases. (2)
how Boyle's Law relates pressure and volume
in gases.
▪ Students will construct graphs to illustrate: (1)
the directly proportional relationship between
volume and temperature. (2) the inversely
proportional relationship between volume and
pressure.

Penncrest School District Page 11 of 40

Unit 3: Energy
Grade 6 Science - Textbook Elevate Science Course 1 (SAVVAS) - Last Updated on March 15, 2023

STANDARDS

Pennsylvania - Grade 6 - Science and Technology and Engineering

3.2.6.B1

Explain how changes in motion require a force.

3.2.6.B2

Describe energy as a property of objects associated with heat, light, electricity, magnetism, mechanical motion,
and sound. Differentiate between potential and kinetic energy.

3.2.6.B6

ENERGY Demonstrate that heat moves in predictable ways from warmer objects to cooler ones. SCALE
Investigate that materials may be composed of parts too small to be seen without magnification.

Next Generation Science (NGSS) - Middle School - Physical Sciences

MS-PS3-1.

Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an
object and to the speed of an object.

MS-PS3-2.

Develop a model to describe that when the arrangement of objects interacting at a distance changes, different
amounts of potential energy are stored in the system.

Penncrest School District Page 12 of 40

Unit 3: Energy
Grade 6 Science - Textbook Elevate Science Course 1 (SAVVAS) - Last Updated on March 15, 2023

DESIRED RESULTS

Transfer

Students will be able to independently use their learning to...

1. identify the energy of motion as kinetic energy, which is proportional to the mass of the moving object.
2. predict that when the motion energy of an object changes, there will be some other change in energy at the same
time.
3. explain that when two objects interact, each one exerts a force on the other that can cause energy to be transferred
to or from the object.

Meaning

Big Ideas & Understandings Essential Questions & Instructional Questions

Students will understand that... Students will keep considering...

• Energy, Motion, Force, and Work How does energy cause change?
• Kinetic Energy and Potential Energy • How is energy related to motion and force?
• Other Forms of Energy • What are the relationships among energy, motion,
• Energy Change and Conservation force, and work?
• What determines an object's kinetic energy?
• What factors affect potential energy?
• What is the relationship between potential and kinetic
energy?
• How can different forms of energy be classified,
quantified, and measured?
• How are different forms of energy related to each
other?
• In what ways can energy change from one form to
another?
• How is energy transferred?
• How does the law of conservation of energy apply to
transformations and transfers?

Acquisition

Knowledge Skills

Penncrest School District Page 13 of 40

Unit 3: Energy
Grade 6 Science - Textbook Elevate Science Course 1 (SAVVAS) - Last Updated on March 15, 2023

Acquisition

Students will know... Students will be skilled at the following in Unit 3...
• Objectives for Lesson 1 • Constructing and interpreting data
◦ Students will use text evidence to: (1) define • Develop a model
energy, motion, force, and work. (2) relate • Construct, use and present arguments
energy to motion and force. (3) determine the
relationship among energy, motion, force, and
work.
◦ Students will apply mathematical reasoning in
order to calculate: (1) the amount of work done.
(2) the amount of power used.
• Objectives for Lesson 2
◦ Students will use visual representations to
identify: (1) factors related to kinetic energy. (2)
factors that affect potential energy.
◦ Students will integrate quantitative information
to explain the relationship between potential
and kinetic energy.
◦ Students will evaluate expressions to identify:
(1) the linear relationship of gravitational
potential energy. (2) the nonlinear relationship
of kinetic energy.
• Objectives for Lesson 3
◦ Students will use scientific reasoning to
classify, quantify, and measure different forms
of energy.
◦ Students will use models to represent
relationships among different forms of energy.
• Objectives for Lesson 4
◦ Students will cite textual evidence to explain
how energy changes from one form to another.
◦ Students will use models to demonstrate how
energy transfers between objects.
◦ Students will use proportional relationships to
explain how energy is conserved in a system.

Penncrest School District Page 14 of 40

Unit 3: Energy
Grade 6 Science - Textbook Elevate Science Course 1 (SAVVAS) - Last Updated on March 15, 2023

Penncrest School District Page 15 of 40

Unit 5: Intro to Earth's systems
Grade 6 Science - Textbook Elevate Science Course 1 (SAVVAS) - Last Updated on March 15, 2023

STANDARDS

Next Generation Science (NGSS) - Middle School - Earth and Space Sciences

MS-ESS2-1.

Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.

MS-ESS2-4.

Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the
force of gravity.

Penncrest School District Page 16 of 40

Unit 5: Intro to Earth's systems
Grade 6 Science - Textbook Elevate Science Course 1 (SAVVAS) - Last Updated on March 15, 2023

DESIRED RESULTS

Transfer

Students will be able to independently use their learning to...

1. explain how interactions between the geosphere and the hydrosphere affect Earth's surface materials.
2. understand that water continually cycles among the land, ocean, and atmosphere.

Meaning

Big Ideas & Understandings Essential Questions & Instructional Questions

Students will understand that... Students will keep considering...

• Matter and Energy in Earth System How do matter and energy cycle through
earth's systems?
• Surface Features in the Geospheres
Students will understand that...
• The Hydrosphere
• What are the different components of the Earth
system?
• What are the sources of energy for the processes that
affect the Earth?
• How can you model of the cycling of matter in the
Earth system?
• What are the different landforms found on Earth?
• What forces and energy make the different
landforms?
• What are the various ways to model landforms?
• Where and in what features is water found on
Earth?
• How does water cycle through Earth's systems?

Acquisition

Knowledge Skills

Students will know... Students will be skilled at the following in Unit 5...

Penncrest School District Page 17 of 40

Unit 5: Intro to Earth's systems
Grade 6 Science - Textbook Elevate Science Course 1 (SAVVAS) - Last Updated on March 15, 2023

Acquisition

• Objectives for Lesson 1 • Develop a model

◦ Students will analyze and interpret data to describe
evidence that Earth has four major subsystems,
or spheres, that cycle matter and energy and
shape Earth's surface: atmosphere, geosphere,
hydrosphere, and the biosphere.
◦ Students will construct explanations using
reasoning to predict similar patterns by
recognizing that the Earth system (1) involves
flows of matter and energy through different
components. (2) has two main sources of energy:
heat from the sun and heat from Earth's interior.
◦ Students will develop and use models to
demonstrate how a system returns information
about, and that information results in change.

• Objectives for Lesson 2

• Students will develop and use models to demonstrate
how there are a variety of landforms on Earth because
Earth's surface is different from place to place.
• Students will analyze and interpret data to describe
evidence that(1)the topography of the land is
constantly being created and destroyed by competing
constructive and destructive forces. (2) the geosphere,
atmosphere, and biosphere interactive with each other
to affect Earth.
• Students will develop and use models to demonstrate
how computers create topographic and other maps
from aerial photography and satellite imagery to
model Earth's landforms.

• Objective for Lesson 3

• Students will analyze and interpret data to
describe evidence that (1)the majority of Earth's

Penncrest School District Page 18 of 40

Unit 5: Intro to Earth's systems
Grade 6 Science - Textbook Elevate Science Course 1 (SAVVAS) - Last Updated on March 15, 2023

Acquisition

fresh water is frozen into glaciers and thickened

ice masses. (2)the remaining fresh water is found
underground, in lakes and rivers, and the
atmosphere. (3) oceans, rivers lakes, and ponds
are all part of the surface water in the
hydrosphere.

Penncrest School District Page 19 of 40

Unit 6: Weather in the Atmosphere
Grade 6 Science - Textbook Elevate Science Course 1 (SAVVAS) - Last Updated on March 15, 2023

STANDARDS

Next Generation Science (NGSS) - Middle School - Earth and Space Sciences

MS-ESS2-4.

Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the
force of gravity.

MS-ESS2-5.

Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in
weather conditions.

MS-ESS2-6.

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.

MS-ESS3-2.

Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development
of technologies to mitigate their effects.

Next Generation Science (NGSS) - Middle School - Physical Sciences

MS-PS1-4.

Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure
substance when thermal energy is added or removed.

Penncrest School District Page 20 of 40

Unit 6: Weather in the Atmosphere
Grade 6 Science - Textbook Elevate Science Course 1 (SAVVAS) - Last Updated on March 15, 2023

DESIRED RESULTS

Transfer

Students will be able to independently use their learning to...

1. understand how the movement of water in the atmosphere influences local weather conditions.
2. understand that because weather patterns are so complex, storm predictions are based on probabilities.
3. learn that mapping the history of natural hazards such as floods can help forecast the locations of future events.

Meaning

Big Ideas & Understandings Essential Questions & Instructional Questions

Students will understand that... Students will keep considering...

• The Atmosphere Around You What determines weather on Earth?
• Water in the Atmosphere • What is the composition and structure of Earth's
• Air Masses atmosphere?

• Predicting Weather Changes • How does energy from the sun affect Earth's
• Severe Weather and Floods atmosphere?
• What processes make up the water cycle?
• How does energy drive the processes of the water
cycle?
• How does the water cycle affect weather?
• How do global patterns, such as the jet stream, affect
air masses?
• How do air masses interact to form fronts?
• How do the interactions of air masses result in
changes in weather?
• How do meteorologists use the interactions of air
masses to forecast changes in weather?
• How does technology aid in collecting and analyzing
weather data?
• How do weather maps help to model current weather
and predict future weather?
• How does severe weather affect human life?
• How do humans protect themselves from severe
weather?

Penncrest School District Page 21 of 40

Unit 6: Weather in the Atmosphere
Grade 6 Science - Textbook Elevate Science Course 1 (SAVVAS) - Last Updated on March 15, 2023

Acquisition

Knowledge Skills

Students will know... Students will be skilled at the following in Unit 6...
• Objectives for Lesson 1 • Develop a model
◦ Students will identify and synthesize data to • Collect data
construct an explanation of: (1) the structure • Develop and use a model
and layers of Earth's atmosphere. (2) the • Analyze and interpret data
composition and characteristics of each layer
in Earth's atmosphere.
◦ Students will use models and analyze
information to predict the stability and change
caused by unequal heating of Earth's
atmosphere by the sun
• Objectives for Lesson 2
◦ Students will analyze and interpret data to
describe evidence that: (1) water vapor enters
the atmosphere through a number of
processes. (2) water is continually evaporating
and condensing in the atmosphere and this
process forms clouds. (3) precipitation is a vital
part of the water cycle.
◦ Students will develop and use models to
demonstrate water is always moving between
the surface of Earth and the atmosphere.
◦ Students will analyze cause-and-effect
relationships in order to predict how
temperature determines the type of
precipitation for an area.
• Objectives for Lesson 3
◦ Students will analyze and interpret data to
describe evidence that air masses are moved
by the prevailing winds and jet streams.
◦ Students will develop and use models to
demonstrate how air masses of different
temperatures and humidity collide, resulting in
a front.

Penncrest School District Page 22 of 40

Unit 6: Weather in the Atmosphere
Grade 6 Science - Textbook Elevate Science Course 1 (SAVVAS) - Last Updated on March 15, 2023

Acquisition

◦ Students will construct explanations using

reasoning to predict similar patterns by
recognizing that: (1) storms and changeable
weather often develop along fronts. (2) the type
of front that develops depends on the
characteristics of the air masses and the
direction in which they move.
• Objectives for Lesson 4
◦ Students will develop and use models to
demonstrate how meteorologists: (1) use
observations, patterns, and tools to predict the
weather. (2) determine the effect of global
patterns on local weather by observing and
tracking the movements of jet streams and
ocean currents.
◦ Students will analyze and interpret data to
describe evidence that: (1) technological
improvements in gathering weather data have
improved weather forecast accuracy. (2)
computers process weather data quickly and
help forecasters make predictions.
◦ Students will construct explanations using
reasoning to predict similar patterns by
recognizing that: (1) pattern analysis is
essential for weather forecasting. (2)
technology makes data collection and analysis
more accurate, easier, and quicker than direct
observation.
• Objectives for Lesson 5
◦ Students will identify and describe evidence
that describes: (1) the characteristics of
different types of severe weather. (2) the
causes associated with different types of
severe weather. (3) damage associated with
each type of storm.

Penncrest School District Page 23 of 40

Unit 6: Weather in the Atmosphere
Grade 6 Science - Textbook Elevate Science Course 1 (SAVVAS) - Last Updated on March 15, 2023

Acquisition

◦ Students will analyze and interpret data to

explain measure that can be taken to ensure
safety in a storm.

Penncrest School District Page 24 of 40

Unit 7: Minerals and Rocks
Grade 6 Science - Textbook Elevate Science Course 1 (SAVVAS) - Last Updated on March 15, 2023

STANDARDS

Next Generation Science (NGSS) - Middle School - Earth and Space Sciences

MS-ESS2-1.

Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.

Penncrest School District Page 25 of 40

Unit 7: Minerals and Rocks
Grade 6 Science - Textbook Elevate Science Course 1 (SAVVAS) - Last Updated on March 15, 2023

DESIRED RESULTS

Transfer

Students will be able to independently use their learning to...

1. recognize that Earth's history has been shaped over billions of years.
2. understand that resources derived from the geosphere are limited and may not be renewable.

Meaning

Big Ideas & Understandings Essential Questions & Instructional Questions

Students will understand that... Students will keep considering...

• Earth's Interior What events from Earth's rocks?
Students will understand that...
• Minerals
• How do geologists study Earth's layered interior?
• Rocks
• What roles do heat and pressure in Earth's interior play
• Cycling of Rocks
in the cycling matter?
• What are the pattern and effects of convection in
Earth's mantle?
• What are the characteristics and properties of
minerals?
• What processes result ins the formation of minerals?
• What processes explain the distribution of mineral
resources on Earth?
• What are the three major types of rocks and how do
they form?
• How is the formation of rocks the result of the flow of
energy and cycling of matter within Earth?
• How are Earth's materials cycled in the rock cycle?
• How does the flow of energy drive the processes of
the rock cycle?

Acquisition

Knowledge Skills

Penncrest School District Page 26 of 40

Unit 7: Minerals and Rocks
Grade 6 Science - Textbook Elevate Science Course 1 (SAVVAS) - Last Updated on March 15, 2023

Acquisition

Students will know... Students will be skilled at the following in Unit 7...
• Objectives for Lesson 1 • Develop a model
• Students will examine evidence to determine how
geologists learn what Earth's interior is like.
• Students will identify and describe evidence that Earth
is made up of a lithosphere, a mantle, and an outer
and inner core.
• Students will use what they have learned to explain
how convection occurs in Earth's mantle.

• Objectives for Lesson 2

• Students will use visuals and models to
identify characteristics of minerals and explore their
properties.
• Students will use textual evidence to (1 )identify the
processes that result in the formation of minerals (2)
explain the distribution of mineral resources on Earth.
• Students will apply mathematical formulas to
determine the density of minerals.

Objectives for Lesson 3

• Students will use visuals and models to (1) identify
three major types of rocks. (2) explain how the
formation of rocks is the result of the flow of energy
and cycling of matter within Earth. (3) observe rocks
and classify them according to the three major types.
• Students will use textual evidence to explain how each
of the three major types of rocks form.

Objectives for Lesson 4

• Students will develop and use models to demonstrate

(1) how processes that occur on Earth's surface and in
the crust and mantle slowly changed rocks from one
kind to another. (2) that material is not lost or gained.

Penncrest School District Page 27 of 40

Unit 7: Minerals and Rocks
Grade 6 Science - Textbook Elevate Science Course 1 (SAVVAS) - Last Updated on March 15, 2023

Acquisition

• Students will analyze cause-and-effect relationships in

order to predict how (1) energy from deep inside earth
drives the forces that build and change the rocks of
Earth's crust. (2) patterns of repeating events in the
rock cycle constantly change rocks from one type into
another types. (3) the flow of energy within Earth
cause the plate movements that help drive the rock
cycle.

Penncrest School District Page 28 of 40

Unit 8: Plate techtonics
Grade 6 Science - Textbook Elevate Science Course 1 (SAVVAS) - Last Updated on March 15, 2023

STANDARDS

Next Generation Science (NGSS) - Middle School - Earth and Space Sciences

MS-ESS2-2.

Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at
varying time and spatial scales.

MS-ESS2-3.

Analyze and interpret data on the distribution of fossils and rocks, contintental shapes, and seafloor structures to
provide evidence of the past plate motions.

MS-ESS3-2.

Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development
of technologies to mitigate their effects.

Penncrest School District Page 29 of 40

Unit 8: Plate techtonics
Grade 6 Science - Textbook Elevate Science Course 1 (SAVVAS) - Last Updated on March 15, 2023

DESIRED RESULTS

Transfer

Students will be able to independently use their learning to...

1. recognize that energy flows and matter cycles within and among Earth's systems.
2. understand that Earth's plates have moved great distances, collided, and spread apart.
3. recognize that mapping the history of previous hazards can help scientists forecast the likelihood of future hazards.

Meaning

Big Ideas & Understandings Essential Questions & Instructional Questions

Students will understand that... Students will keep considering...

• Evidence of Plate Motions How do geological processes change Earth's surface?
• Plate Tectonics and Earth's Surface • What evidence supported the hypothesis of
• Earthquakes and Tsunami Hazards continental drift?

• Volcanoes and Earth's Surface • What roles do mid-ocean ridges and ocean tenches
play in the movement of plates?
• How do Earth's plates move?
• How do Earth's surface features support the theory fo
plate tectonics?
• What are the products of plate movement at different
scales?
• How do plate movement and stress produce new
landforms?
• What are earthquakes and tsunamis, and why do they
occur?
• How can the effects of earthquakes and tsunamis be
mitigated?
• How is plate tectonics connected to volcanic
eruptions and landforms?
• What role does volcanic activity play in shaping
Earth's surface?
• What hazards do different types of volcanoes pose?

Penncrest School District Page 30 of 40

Unit 8: Plate techtonics
Grade 6 Science - Textbook Elevate Science Course 1 (SAVVAS) - Last Updated on March 15, 2023

Meaning

Acquisition

Knowledge Skills

Students will know... Students will be skilled at the following in Unit 8...
• Objectives for Lesson 1 • Construct an explanation based on evidence
◦ Students will identify and describe evidence • Analyze and interpret data
that: (1) supports that all the continents were
once fused together in a supercontinent called
Pangaea. (2) supports how land masses drifted
apart over time into the continents known
today. (3) continental coastlines appear to fit
together and mountain ranges on different
continents line up. (4) similar plant and animal
fossils are found on continents that are
separated by oceans. (5) Earth's continents
experienced different climates than the ones
they have today.
◦ Students will analyze cause and effect
relationships to describe how mid-ocean ridges
and deep-sea trenches provide evidence for
plate movement.
• Objectives for Lesson 2
◦ Students will analyze and interpret data to
describe evidence that: (1) Earth's pates are in
slow, constant motion due to forces within the
mantle. (2) convection drives plate motion.
◦ Students will develop and use models to
demonstrate that: (1) some features and events
on Earth's surface coincide with plate
boundaries. (2) the movement of Earth's plates
has greatly changed the locations of the

Penncrest School District Page 31 of 40

Unit 8: Plate techtonics
Grade 6 Science - Textbook Elevate Science Course 1 (SAVVAS) - Last Updated on March 15, 2023

Acquisition

continents and the size and shape of the ocean

basins.
◦ Students will analyze relationships to predict:
(1) the different features and events that occur
at different types of plate boundaries. (2) the
results of plate movement at different scales.
• Objectives for Lesson 3
◦ Students will use and develop models to
explain how plate movement and stress
produce new landforms.
◦ Students will analyze and interpret data: (1) as
evidence that energy released from interacting
plates results in an earthquake. (2) to compare
the magnitudes of earthquakes. (3) to relate the
energy of an earthquake to the formation of a
tsunami.
◦ Students will use and develop models to
demonstrate that: (1) the characteristics of
earthquakes and tsunamis can be predicted. (2)
the prediction of natural phenomena can be
used to mitigate risk.
• Objectives for Lesson 4
◦ Students will identify patterns to explain how
plate tectonics is connected to volcanic
eruptions and landforms.
◦ Students will use models to study systems of
different sizes in order to explain the role
volcanic activity plays in shaping Earth's
surface.
◦ Students will construct explanations of the
hazards that different types of volcanoes pose.

Penncrest School District Page 32 of 40

Unit 9: Earth's surface systems
Grade 6 Science - Textbook Elevate Science Course 1 (SAVVAS) - Last Updated on March 15, 2023

STANDARDS

Next Generation Science (NGSS) - Middle School - Earth and Space Sciences

MS-ESS2-2.

Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at
varying time and spatial scales.

MS-ESS3-2.

Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development
of technologies to mitigate their effects.

Penncrest School District Page 33 of 40

Unit 9: Earth's surface systems
Grade 6 Science - Textbook Elevate Science Course 1 (SAVVAS) - Last Updated on March 15, 2023

DESIRED RESULTS

Transfer

Students will be able to independently use their learning to...

1. recognize that energy flows and matter cycles within and among Earth's systems.
2. apply the history of previous hazards to help forecast the likelihood of future hazards.

Meaning

Big Ideas & Understandings Essential Questions & Instructional Questions

Students will understand that... Students will keep considering...

• Weathering and Soil What processes change Earth's surface?
Students will understand that...
• Erosion and Deposition
• How does erosion change Earth's surface?
• Water Erosion
• How does weathering change on Earth's surface?
• Glacial and Wave Erosion
• How does soil from?
•
• What processes change Earth's surface?
• How does mass movement change Earth's
surface?
• How does wing change Earth's surface?
•
• How does moving water change Earth's surface?
• What landforms form from water erosion and
deposition?
• How does groundwater change Earth?
•
• How do glaciers change Earth's surface?
• How do waves change Earth's surface?

Acquisition

Knowledge Skills

Penncrest School District Page 34 of 40

Unit 9: Earth's surface systems
Grade 6 Science - Textbook Elevate Science Course 1 (SAVVAS) - Last Updated on March 15, 2023

Acquisition

Students will know... Students will be skilled at the following in Unit 9...
• Objectives for Lesson 1 • Construct an explanation based on evidence
• Students will describe and give examples of ways in • Analyze and interpret data
which Earth's surface is torn down by mechanical and
chemical weathering.
• Students will describe and give examples of ways in
ways in which Earth's surface is built up by the
formation of soil.
• Students will describe and give examples of ways in
which Earth's surface is torn down by processes of
erosion.

• Objectives for Lesson 2

• Students will describe and give examples of
processes that change Earth's surface, such as
erosion and deposition.
• Students will describe how mass movement of rock
and soil on Earth's surface changes that surface.
• Students will describe how wind contributes to
erosion and deposition and causes changes to Earth's
surface.

• Objectives for Lesson 3

• Students will describe and give examples if ways in
which Earth's surface is built up and torn down by
water erosion.
• Students will describe and give examples of landforms
that form from water erosion and deposition.
• Students will describe and give examples of ways in
which groundwater affects and changes Earth's
surface.

Objectives for Lesson 4

Penncrest School District Page 35 of 40

Unit 9: Earth's surface systems
Grade 6 Science - Textbook Elevate Science Course 1 (SAVVAS) - Last Updated on March 15, 2023

Acquisition

• Students will describe and give examples of ways

in which Earth's surface is changed by glaciers.
• Students will describe and give examples of ways in
which Earth's surface is changed by wave erosion.

Penncrest School District Page 36 of 40

Unit 10: Thermal Energy
Grade 6 Science - Textbook Elevate Science Course 1 (SAVVAS) - Last Updated on March 15, 2023

STANDARDS

Next Generation Science (NGSS) - Middle School - Physical Sciences

MS-PS3-3.

Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal
energy transfer.

MS-PS3-4.

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.

MS-PS3-5.

Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes,
energy is transferred to or from the object.

Penncrest School District Page 37 of 40

Unit 10: Thermal Energy
Grade 6 Science - Textbook Elevate Science Course 1 (SAVVAS) - Last Updated on March 15, 2023

DESIRED RESULTS

Transfer

Students will be able to independently use their learning to...

1. recognize that temperature is a measure of the average kinetic energy of particles of matter.
2. observe that energy is spontaneously transferred out of hotter regions or objects and into colder ones.

Meaning

Big Ideas & Understandings Essential Questions & Instructional Questions

Students will understand that... Students will keep considering...

• Thermal Energy, Heat, and Temperature What happens when heat flows from one object to
another?
• Heat Transfer
• What happens to a substance when it is heated?
• Heat and Materials
• What is the difference between thermal energy and
temperature?
• How is heat transferred?
• How is energy conserved during transformations?
• How do different materials respond to heat?
• How is friction related to thermal energy and
temperature?

Acquisition

Knowledge Skills

Students will know... Students will be skilled at the following in Unit 10...
• Objectives for Lesson 1 • Apply scientific principles to design, construct, and
◦ Students will use text evidence to describe and test a device
explain: (1) how the total thermal energy of a • Plan an investigation
system depends on the types, states, and • Construct, use, and present arguments
amounts of matter present. (2) the relationship
among thermal energy, temperature, and heat.
(3) how adding and removing heat energy
affects the kinetic and thermal energy matter.

Penncrest School District Page 38 of 40

Unit 10: Thermal Energy
Grade 6 Science - Textbook Elevate Science Course 1 (SAVVAS) - Last Updated on March 15, 2023

Acquisition

(4) how changes in temperature can cause a

change in state.
◦ Students will construct graphs to identify the
proportional relationship between Celsius and
Fahrenheit scales.
• Objectives for Lesson 2
◦ Students will investigate and identify evidence
to describe how heat is transferred between
substances.
◦ Students will identify evidence to explain: (1)
how heat flows from warmer to cooler objects.
(2) the law of conservation of energy.
• Objectives for Lesson 3
◦ Students will explain: (1) how different
materials respond to heat. (2) how changes in
kinetic energy affect heat transfer.
◦ Students will use reasoning and evidence to
evaluate: (1) differences in temperature and
changes in temperature over time. (2) how
energy is transferred between materials and
their surroundings.

Penncrest School District Page 39 of 40

Unit 11: Getting ready for 7th grade science
Grade 6 Science - Textbook Elevate Science Course 1 (SAVVAS) - Last Updated on March 15, 2023

STANDARDS

DESIRED RESULTS

Penncrest School District Page 40 of 40