Grade 6								Project WILD	Aquatic Project WILD
I.	Inquiry
	A.	Abilities Necessary to do Scientific Inquiry
		1	Identify process skills that can be used in scientific investigations.
			a. Observe
				1. Observe patterns of objects and events.					6-Bearly Born	A-22 Puddle Wonders!
									102-Urban Nature Search
				2. Distinguish between qualitative and quantitative observations.
			b. Classify
				1. Arrange data in sequential order.						A-86 Fishy Who's Who
										A-110 Where Have All The Salmon Gone?
				2. Use scientific (e.g., field guides, charts, periodic tables, etc.) and dichotomous keys for classification.					144-Owl Pellets	A-110 Where Have All The Salmon Gone?
									14-Interview A Spider	A-100 Aquatic Roots
										A-86 Fishy Who's Who
										A-38 Water Canaries
										A-12 Water Plant Art
			c. Measure
				1. Select and use appropriate tools (e.g., metric ruler, graduated cylinder, thermometer, balances, spring scales, and stopwatches) and units (e.g., meter, liter, Celsius, gram, Newton, and second) to measure to the unit required in a particular situation.						A-22 Puddle Wonders!
										A-172 Watershed
										A-26 Whale Of A Tail
										A-82 Where Does Water Run  Off …?
				2. Select and use appropriate metric prefixes to include milli-, centi-, and kilo-.
			d. Infer
				1. Make inferences based on observations.					276-Keeping Score	A-142 Deadly Skies
									22-Microtrek Treasure Hunt	A-22 Puddle Wonders!
									46-My Kingdom For A Shelter	A-172 Watershed
									274-No Water Off A Duck's Back	A-82 Where Does Water Run Off …?
			e. Predict
				1. Predict the results of actions based on patterns in data and experiences.					274-No Water Off A Duck's Back	A-22 Puddle Wonders!
										A-172 Watershed
		2. Design and conduct a scientific investigation.
			a.	Recognize potential hazards within a scientific investigation and practice appropriate safety procedures.
			b.	Pose questions and problems to be investigated.
			c.	Obtain scientific information from a variety of sources (such as Internet, electronic encyclopedias, journals, community resources, etc.).					170-Here Today, Gone Tomorrow
			d.	Distinguish and operationally define independent (manipulated) and dependent (responding) variables.
			e.	Manipulate one variable over time with repeated trials and controlled conditions.
			f.	Collect and record data using appropriate metric measurements.
			g.	g. Organize data in tables and graphs.					170-Here Today, Gone Tomorrow	A-146 Deadly Waters
			h.	h. Analyze data to construct explanations and draw conclusions.						A-22 Puddle Wonders!
		3	Use appropriate tools and techniques to gather, analyze, and interpret data
			a.	Select and use appropriate tools and technology (such as calculators, computers, probes, thermometers, balances, spring scales, microscopes, binoculars, and hand lenses) to perform tests, collect data, and display data.					76-Eco-Enrichers	A-64 Micro Odyssey
									144-Owl Pellets	A-22 Puddle Wonders!
										A-38 Water Canaries
			b.	Analyze and interpret data using computer hardware and software designed for these purposes.
		4. Develop descriptions, explanations, predictions, and models using evidence.
			a.	Discriminate among observations, inferences, and predictions.						A-142 Deadly Skies
										A-22 Puddle Wonders!
			b.	Construct and/or use models to carry out/support scientific investigations.					46-My Kingdom For A Shelter
									284-Planning For People And Wildlife
									176-Planting Animals
		5. Think critically and logically to make relationships between evidence and explanations.
			a.	Review and summarize data to show cause-effect relationships in experiments.					276-Keeping Score	A-142 Deadly Skies
			b.	State explanations in terms of independent (manipulated) and dependent (responding) variables.
			c.	State hypotheses in ways that include the independent (manipulated) and dependent (responding) variables.
		6. Recognize and analyze alternative explanations and predictions.
			a.	Analyze different ideas and explanations to consider alternative ideas.
			b.	Accept the skepticism of others as part of the scientific process.  (N)
		7. Communicate scientific procedures and explanations.
			a.	Use drawings, written and oral expression to communicate information.					178-Smokey Bear Said What?	A-126 Aquatic Times
									110-Pond Succession	A-72 Blue Ribbon Niche
									120-Polar Bears In Phoenix?	A-88 Fashion A Fish
									108-Forest In A Jar	A-48 Kelp Help
									324-Improving Wildlife Habitat…
									6-Bearly Born
									114-Adaptation Artistry
									308-Flip The Switch For Wildlife
									100-Graphananimal
			b.	Create drawings, diagrams, charts, tables and graphs to communicate data.					114-Adaptation Artistry	A-88 Fashion A Fish
									6-Bearly Born	A-48 Kelp Help
									308-Flip The Switch For Wildlife	A-146 Deadly Waters
									108-Forest In A Jar
									100-Graphananimal
									324-Improving Wildlife Habitat…
			c.	Interpret and describe patterns of data on drawings, diagrams, charts, tables, graphs, and maps.					100-Graphananimal
			d.	Create and/or use scientific models to communicate information.						A-20 Designing A Habitat
		8. Use mathematics in all aspects of scientific inquiry.
			a.	Use mathematics to gather, organize and present data.					6-Bearly Born	A-104 Net Gain, Net Effect
									304-Water's Going On?	A-22 Puddle Wonders!
										A-38 Water Canaries
										A-82 Where Does Water Run Off …?
			b.	Use mathematics to structure convincing explanations.					304-Water's Going On?	A-104 Net Gain, Net Effect
										A-22 Puddle Wonders!
										A-82 Where Does Water Run Off …?
	B.	Abilities of Technological Design
		1.  Identify appropriate problems for technological design.
			a.	Identify a specific need for a product.
			b.	Determine whether the product will meet the needs and be used.
		2.  Design a solution or product.
			a.	Compare and contrast different proposals using selected criteria (e.g., cost, time, trade-off, and materials needed).					322-Can Do!	A-20 Designing A Habitat
									100-Graphananimal	A-154 Dragonfly Pond
									324-Improving Wildlife Habitat…	A-176 Something's Fishy Here
										A-164 Turtle Hurdles
			b.	Communicate ideas with drawings and simple models.					322-Can Do!	A-20 Designing A Habitat
									324-Improving Wildlife Habitat…	A-154 Dragonfly Pond
										A-176 Something's Fishy Here
		3. Implement a proposed design.
			a.	Select suitable tools and techniques to ensure adequate accuracy.					322-Can Do!
			b.	Organize materials, devise a plan and work collaboratively where appropriate.
									322-Can Do!	A-126 Aquatic Times
		4. Evaluate completed technological designs or products.
			a.	Measure the quality of the product based on the original purpose or need and the degree to which it meets the needs of the users.
			b.	Suggest improvements and try proposed modifications to the design.
		5. Communicate the process of technological design.
			a.	Identify the stages of problem design:  (1) problem identification, (2) solution design, (3) implementation, and (4) evaluation.
	C.  Understandings about Science and Technology
		1. Scientific inquiry and technological design have similarities and differences.
			a.	Compare and contrast scientific inquiry and technological design.
		2. Many different people in different cultures have made and continue to make contributions to science and technology.
			a.	Describe examples of contributions people have made to science and technology.  (H, N)					168-Wildwork	A-104 Net Gain, Net Effect
		3. Science and technology are reciprocal.
			a.	Explain how science and technology are essential to each other.  (T)
		4. Perfectly designed solutions do not exist.
			a.	Discuss factors that affect product design and alter the original design.(T)
			b.	Discuss risk versus benefit factors in product design.  (P)
		5. Technological designs have constraints.
			a.	Describe examples of constraints on technological designs.  (T)
			b.	Explain why constraints on technological design are unavoidable. (T, N)
		6. Technological solutions have intended benefits and unintended consequences.
II.	Life Science
	Unit of Study: Fungi and Plants
	A.	Structure and Function in Fungi and Plant Systems
		1	Important levels of organization for structure and function include cells and whole organisms.  All organisms are composed of cells — the fundamental unit of life.
			a.	Identify and explain the function of plant cell parts (e.g., vacuoles, nucleus, cytoplasm, cell membrane, cell wall, and chloroplasts).