CKSci Grade 6 Complete Grade-Level Set

Light and Matter introduces Grade 6 students to the nature of the interactions between light and matter. The subtitle of the unit is: Why do we sometimes see different things when looking at the same object? The Student Reader is the integrated science literacy component of the unit. In the Student Reader students will learn about light and color, reflection and absorption, human vision, light and nature, and more. Student Readers focus on aspects of science literacy, including factual articles, history of the sciences, art and literature, spotting bad science in the media and advertisements, graphics comprehension, research-type articles, reliability of sources, and other areas of science literacy.

The Student Procedure Guide provides step-by-step instructions that help a student with all their unit activities. The Guide contains procedures, questioning strategies, discussion idea for student interactions, and much more. Data sheets are part of this Guide and allow students to record data, results, and ideas as they work through lessons.

The Student Work Pages for Light and Matter provide exercise pages for students to record data, make observations, create drawings, complete text and diagrams, understand activity steps, work with tables and graphs, and many other similar student-based assignments.

The Student Work Pages are full color when viewed online. If you wish to purchase print versions of the SWPs, they are printed as black-and-white consumables.

The Teacher Guide is the driving and unifying component of this unit, Light and Matter. In this unit, students investigate the phenomena of light and its interaction with matter. The subtitle of the unit is Why do we sometimes see different things with looking at the same object? This is a phenomenon that students experience when they look at a window and see not only what is behind the window but what is reflected off the window glass. The unit allows student to explore this experience by asking questions, formulating explanations, revising questions, setting up and conducting activities and research and working with classmates to analyze the phenomena they experience.

Thermal Energy introduces Grade 6 students to the concepts of thermal energy and its relation to heat.  The subtitle of the unit is: How can containers keep stuff from warming up or cooling down? The Student Reader is the integrated science literacy component of the unit. In the Student Reader students will learn about how people interact with changes in temperature, temperature in systems, heat and its relationship to living things, conduction, insulation, engineering design for optimizing thermal energy needs, and more. Student Readers focus on aspects of science literacy, including factual articles, history of the sciences, art and literature, spotting bad science in the media and advertisements, graphics comprehension, research-type articles, reliability of sources, and other areas of science literacy.

The Student Procedure Guide provides step-by-step instructions that help a student with all their unit activities. The Guide contains procedures, questioning strategies, discussion idea for student interactions, and much more. Data sheets are part of this Guide and allow students to record data, results, and ideas as they work through lessons.

The Student Work Pages for Thermal Energy provide exercise pages for students to record data, make observations, create drawings, complete text and diagrams, understand activity steps, work with tables and graphs, and many other similar student-based assignments.

The Student Work Pages are full color when viewed online. If you wish to purchase print versions of the SWPs, they are printed as black-and-white consumables.

The Teacher Guide is the driving and unifying component of this unit, Thermal Energy. In this unit, students investigate the phenomenon of thermal energy and how understanding about the flow of thermal energy can lead to the engineering of containers that retain heat well. The subtitle of this unit is How can containers keep stuff from warming up or cooling down? This is a phenomenon that students experience when they compare the heat retaining properties of varying containers. How do things heat up or cool down in an open system? What happens to a substance’s thermal energy in a closed system? Can thinking in terms of substance’s particle help explain the phenomenon of the changes in thermal energy in a system?  This unit allows students start asking questions, formulating explanations, setting up and conducting activities and research, and working with classmates to analyze the shared experience and formulate new questions and developing new strategies for answering them.

Weather, Climate, and Water Cycling introduces Grade 6 students the weather we experience every day, to the concept of climate, and the nature of water cycling through Earth’s systems. The subtitle of the unit is: Why does a lot of hail, rain, or snow fall at some times and not others? The Student Reader is the integrated science literacy component of the unit. In the Student Reader students will learn about weather changes and how they are related to energy, water in our atmosphere, the varying nature of clouds, convection, the nature of climate over time, and more. Student Readers focus on aspects of science literacy, including factual articles, history of the sciences, art and literature, spotting bad science in the media and advertisements, graphics comprehension, research-type articles, reliability of sources, and other areas of science literacy.

The Student Procedure Guide provides step-by-step instructions that help a student with all their unit activities. The Guide contains procedures, questioning strategies, discussion idea for student interactions, and much more. Data sheets are part of this Guide and allow students to record data, results, and ideas as they work through lessons.

The Student Work Pages for Weather, Climate, and Water Cycling provide exercise pages for students to record data, make observations, create drawings, complete text and diagrams, understand activity steps, work with tables and graphs, and many other similar student-based assignments.

The Student Work Pages are full color when viewed online. If you wish to purchase print versions of the SWPs, they are printed as black-and-white consumables.

The Teacher Guide is the driving and unifying component of this unit, Weather, Climate, and Water Cycling. Focus:  In this unit, students investigate the phenomenon of weather, including the water cycles and climate. The subtitle of this unit is Why does a lot of hair, rain, or snow fall at some times and not at others? This is a phenomenon that students experience, as weather changes, sometimes day to day or sometimes month to month. What is causes this to happen? Why are the conditions that allow precipitation to occur? Can people predict the weather ahead of time? This unit allows students to observe weather and climate phenomenon in detail and then start asking questions, formulating explanations, setting up and conducting activities and research, and working with classmates to analyze the shared experience and formulate new questions and developing new strategies for answering them.

Plate Tectonics and Rock Cycling introduces Grade 6 students to the ways in which the surface of the earth changes, focusing on students finding evidence for the movement of Earth’s plates. The subtitle of the unit is: How and why does Earth’s surface change? The Student Reader is the integrated science literacy component of the unit. In the Student Reader students will learn about amazing surface features, important historical earthquakes and volcanic eruptions, seismic waves, important geologists, types of rocks, and more. Student Readers focus on aspects of science literacy, including factual articles, history of the sciences, art and literature, spotting bad science in the media and advertisements, graphics comprehension, research-type articles, reliability of sources, and other areas of science literacy.

The Student Procedure Guide provides step-by-step instructions that help a student with all their unit activities. The Guide contains procedures, questioning strategies, discussion idea for student interactions, and much more. Data sheets are part of this Guide and allow students to record data, results, and ideas as they work through lessons.

The Student Work Pages for Plate Tectonics and Rock Cycling provide exercise pages for students to record data, make observations, create drawings, complete text and diagrams, understand activity steps, work with tables and graphs, and many other similar student-based assignments.

The Student Work Pages are full color when viewed online. If you wish to purchase print versions of the SWPs, they are printed as black-and-white consumables.

The Teacher Guide is the driving and unifying component of this unit, Plate Tectonics and Rock Cycling. In this unit, students investigate the phenomena of the building up of Earth’s Surface and the wearing down of Earth’s surface. The subtitle of this unit is What causes Earth’s surface to change? This is a phenomenon that all students have some experience with. Students know about earthquakes and volcanic eruptions. They have a sense that mountains are built up and erode. It is then natural to ask: What are the processes by which the surface of the Earth changes? This unit allows students to observe the phenomena of the shifting landscapes of Earth and then spend time working with classmates to analyze the shared experience, formulate new questions, and developing new strategies for answering them.

Natural Hazards introduces Grade 6 students to the concepts of those natural disasters that threaten human life and society.  The subtitle of the unit is: Where do natural disasters happen and how do we prepare for them? The Student Reader is the integrated science literacy component of the unit. In the Student Reader students will focus on earthquakes, storm surges, hurricanes, wildfires, volcanos, and pandemics to complement the focus on tsunamis in the Teacher Guide. Student Readers focus on aspects of science literacy, including factual articles, history of the sciences, art and literature, spotting bad science in the media and advertisements, graphics comprehension, research-type articles, reliability of sources, and other areas of science literacy.

The Student Procedure Guide provides step-by-step instructions that help a student with all their unit activities. The Guide contains procedures, questioning strategies, discussion idea for student interactions, and much more. Data sheets are part of this Guide and allow students to record data, results, and ideas as they work through lessons.

The Student Work Pages for Natural Hazards provide exercise pages for students to record data, make observations, create drawings, complete text and diagrams, understand activity steps, work with tables and graphs, and many other similar student-based assignments.

The Student Work Pages are full color when viewed online. If you wish to purchase print versions of the SWPs, they are printed as black-and-white consumables.

The Teacher Guide is the driving and unifying component of this unit, Natural Hazards. In this unit, students investigate the phenomenon of natural hazards. Using the phenomenon of a tsunami, this unit examines the causes and effects of tsunamis, ways science can help us understand their origins and paths, and what we can do to protect our communities from damage. The subtitle of this unit is Where do natural hazards happen, and what can we do to prepare for them? Phenomena such as floods, earthquakes, tornados, hurricanes, and lightning are all hazards that students have some knowledge of or experience with. By developing knowledge of tsunamis, students can apply their scientific knowledge to protecting their homes and towns against all forms of destructive natural phenomena. This unit allows students to observe the phenomenon of tsunamis in detail and then spend time working with classmates to analyze the shared experience, formulate new questions, and developing new strategies for answering them.

Cells and Systems introduces Grade 6 students the human body, and by exploring the processes involved in healing, come to understand how the body systems work together. The subtitle of the unit is: How do living things heal? The Student Reader is the integrated science literacy component of the unit. In the Student Reader students explore robotics involved in helping human wellness, diversity of skeletons in the animal kingdom, historical aspects of mending broken bones, blood doping, and more. Student Readers focus on aspects of science literacy, including factual articles, history of the sciences, art and literature, spotting bad science in the media and advertisements, graphics comprehension, research-type articles, reliability of sources, and other areas of science literacy.

The Student Procedure Guide provides step-by-step instructions that help a student with all their unit activities. The Guide contains procedures, questioning strategies, discussion idea for student interactions, and much more. Data sheets are part of this Guide and allow students to record data, results, and ideas as they work through lessons.

The Student Work Pages for Cells and Systems provide exercise pages for students to record data, make observations, create drawings, complete text and diagrams, understand activity steps, work with tables and graphs, and many other similar student-based assignments.

The Student Work Pages are full color when viewed online. If you wish to purchase print versions of the SWPs, they are printed as black-and-white consumables.

The Teacher Guide is the driving and unifying component of this unit, Cells and Systems.  In this unit, students investigate the phenomenon of healing. More than that though, students examine the nature of the human body and the systems and cells that comprise it. The subtitle of this unit is How do living things heal? Phenomena such as the healing of a cut, a scrape, or a broken bone are things that students have some experience with from everyday life. But how does the body go about this healing process, what are the steps and what systems are involved? What is the role of cells and tissues, or nerves and blood in healing? How is the process of growth like that of healing? How can this knowledge then be applied to helping those with physical disabilities? Students then spend time working with classmates to analyze the shared experience, formulate new questions, and developing new strategies for answering them.