WEEK 1 Teacher’s Choice Procedures, Classroom setup, beginning of year activities 1-2 1 Lesson 1 Graphing Unit Independent variable, dependent variable and slope Reserve mobile lab or computer lab, prepare CBR-2, make copies of data, print copies of graphs, obtain lcd projector , gather colored pencils 2 Describe what you have to do to match the graph? 6-1.2 2 Lesson 2 Graphing Unit Inference and observation Reserve mobile lab or computer lab, prepare CBR-2, make a graph, prepare examples 1 What are the criteria for determining if a summary statement is an inference or an observation? 6-1.2 WEEK 2 3 Lesson 3 Graphing Unit Collecting and recording data Construct a K’Nex Car, Make copies of data table, Prepare graphs, set up stations for Apply stations, gather ramps and meter sticks. 2-3 Determine the independent variable, the dependent variable, and controlled variables in this experiment. What observations can be drawn from the data? What inferences can be drawn from the data? 6-1.2 GRADE 6 UNIT 2 – EXPERIMENTS WITH
SEPUP Activity Title Key Concepts and Processes Advance Prep Notes to Teachers Teaching Periods Assessment Alignment to HCS/SC Core Curriculum WEEK 1 1 What Do You Know About Experiments? How to conduct an experiment; fair test Student notebook, large newsprint, overhead 1 What makes something a scientific experiment? Student Activity Book p.2Question6 6-1.2 6-1.4 6-2.1 6-2.7 2 Identifying Variables and Planning a Fair Test Defining an independent variable Activity Sheet 1A, 1B, large newsprint or transparency index cards Student Activity Book Selection pp.12-15 1 How would changing one variable affect the life cycle of the plant? 6-1.4 3 Outlining the Experimental Plan Designing an experiment Activity Sheet 1A,1B, see variable wheel(pg 18 SG), Activity Sheet 2 Daily Data Record Sheet 1 How do you identify the independent, dependent and controlled variables in a scientific experiment? Student Activity Book p. 19, question 6&7 6-1.2 WEEK 2 4 Planting the Seeds Following procedures to ensure a controlled experimental design Activity Sheet 3, see TG pg 42 set up lights and watering tanks prior to activity. (Water from top the two days following planting Plant on Mon/Tues) 1 State your independent, dependent, and controlled variables. Student Activity Book p. 24, questions 2-4&8 6-1.2 6-1.5 6-2.5 4a SC Essentials: Reproductive Adaptations TEXTBOOK Overview of Life cycle: Germination and plant development McDougal Littell Science pp. 104-108 McDougal Littell SC Lab Manual p.135 Teacher’s Choice 1 6-2.5 4b SC Essentials: Defensive Structures of Plants TEXTBOOK Structures for Survival and Defense Bus Gets Planted McDougal Littell Science p.561 and 59-60 Teacher’s Choice 2 6-2.4
SEPUP Activity Title Key Concepts and Processes Advance Prep Notes to Teachers Teaching Periods Assessment Alignment to HCS/SC Core Curriculum WEEK 3 5 Thinning and Transplanting Structures of a plant for survival See pg 52 TG for materials list. Check water level Begin graphing plant’s height Observe true leaves and flower buds develop 1 What observable structures do you see that ensure the survival of the plant? Student Activity Book pp. 28-29, question 3,6,7, and “Idea to Explore” 6-1.2 6-1.4 6-2.1 6-2.4 6-2.7 5a SC Essentials: Land Adaptations and Plants are Producers TEXTBOOK Photosynthesis, Transpiration, Respiration McDougal Littell Science pp. 92-95 and 57-59 Teacher’s Choice 2-3 Summarize the plant processes necessary for survival. 6-2.7 6 Lesson 6 Getting a Handle on Your Bee Structures of a plant for reproduction See pg 59 for materials list. Activity sheet 4 Reading selection SG page 35-36. 1 Summarize the importance of pollinators to the reproduction and survival of plants. 6-2.4 WEEK 4 7 Pollination and Interdependence Functions of the structures for reproduction See SG pg 33 Check water level and Observe Growth Spurt Observe flowers open Reading selection p.40-41 1-2 Summarize the functions of the structures for reproduction. Student Activity Book pp.37-38, questions 1, 2, and 4 6-1.2, 6-1.4 6-2.4, 6-3.2 6-3.4, 6-2.5 6-2.6 7a SC Essentials: Seeds and Pollen are Reproductive Adaptations TEXTBOOK Reproduction Fertilization and Seed Production McDougal Littell Science pp. 104-109 Bus Goes to Seed Teacher’s Choice 1 6-2.4 6-2.5 7b SC Essentials: Reproduction of Flowering Plants TEXTBOOK Sexual and Asexual Reproduction McDougal Littell Science p. 562 Teacher’s Choice 1-2 Compare and contrast asexual and sexual reproduction in flowering plants. 6-2.6
SEPUP Activity Title Key Concepts and Processes Advance Prep Notes to Teachers Teaching Periods Assessment Alignment to HCS/SC Core Curriculum WEEK 5 7 Pollination and Note: Maintenance activity from Kit Lesson 7 Pinch off unopened buds and check water level. Observe seed pods develop 1 7c SC ESSENTIALS: Most Ferns and Mosses Live in a Moist Environment TEXTBOOK Nonvascular- Mosses Spores – Ferns McDougal Littell Science pp. Gather moss and fern plants for this activity the day before you begin the lesson. Teacher’s Choice 1 Compare the structures of vascular and non vascular plants. 6-2.3 7d SC Essentials: PineTrees Reproduce with Pollen and Seeds TEXTBOOK Vascular Tissue Cone bearing McDougal Littell Science pp. 106-109 Collect cones prior to activity Teacher’s Choice 1 Compare the structures of vascular and nonvascular plants. 6-1.5 6-2.3 7e SC Essentials: Many Plants Reproduce With Flowers and Fruit TEXTBOOK Fruit and Flower SC Lab Manuel “Investigate Flower Parts” p.133 McDougal Littell Science pp. 113-117 Teacher’s Choice 1 Summarize the basic functions of structures of a flowering plant for reproduction. 6-2.3 6-1.1
SEPUP Activity Title Key Concepts and Processes Advance Prep Notes to Teachers Teaching Periods Assessment Alignment to HCS/SC Core Curriculum WEEK 6 7f Teacher’s Choice Monocot/Dicot The Science of Life: The World of Plants STREAMLINE VIDEOS sary/gloss8/monocot.html basics.htm#root index.html 1 Compare the characteristic structures of monocots and dicots. 6-2.3 7g SC Essentials: Tropism TEXTBOOK Teacher’s Choice Tropism McDougal Littell p.563 SC ESSENTIALS: PLANT RESPONSES plantmotion/stathere.html 2 Illustrate and explain the forms of tropism. 6-2.8 7h SC Essentials: Fungi Can Be Helpful or Harmful to Other Organisms TEXTBOOK Fungus McDougal Littell pp. 76-77 Teacher’s Choice 1-2 Construct a cause-effect model of the ways that plants are affected by fungi. 6-2.9
STC Activity Number Title Key Concepts and Processes Advance Prep Notes to teachers Teaching periods Assessment Alignment to HCS/SC Core Curriculum WEEK 7 7 Plant Kits SEE TEACHER INSTRUCTIONS Remove plants from watering system. 7i SC Essentials: Dichoto- mous Keys and Field Guides Help Identify Organisms TEXTBOOK Dichotomous Key McDougal Littell Science pp. 28-30 Teacher’s Choice Classzone.com 1-2 Explain how to use a dichotomous key. 6-1.3 7j SC Essentials: Unifying Principles of Life Science TEXTBOOK Characteristics of all organisms McDougal Littell, p. xxix, pp 9-14 Teacher’s Choice 1 Summarize the characteristics that all organisms share. 6-2.1 7k SC Essentials: Scientists Develop Systems for Classifying Living Things TEXTBOOK Kingdoms Classification of Living Things (Streamline) McDougall Littell pp. 15-28 Teacher’s Choice 2 Identify the seven levels of the hierarchical structure of classification and examples of scientific names. 6-2.2
STC Activity Number Title Key Concepts and Processes Advance Prep Notes to teachers Teaching periods Assessment Alignment to HCS/SC Core Curriculum WEEK 8 8 Harvesting and Threshing the Seeds Life cycle of flowering plants. Organizing and analyzing data in a controlled experiment Activity Sheet 5 Clean up and store equipment 1 Summarize the life cycle of a plant. Student Activity Book pp. 43-44, questions 3, 7, &8. 6-2.4 6-2.5 6-1.2 9 Part 1 Organizing and Analyzing the Data Organizing and analyzing data in a controlled experiment Teacher Guide p.76, question 1 Activity Sheet 6 1 Student Activity Book pp. 45-46, questions 1-6 6-1.2 6-1.4 10 Part 2 Organizing and Analyzing the Data Organizing and analyzing data in a controlled experiment Teacher Guide p. 82, final activities 1 Student Activity Book p. 49, questions 1-4 6-1.1 6-1.4 11 Communicating Experimental Results Communicating results of controlled experiment Teacher Guide p.85 Materials and procedure 1 1 Student Activity Book pp. 51-52, question1 6-1.2 6-1.4 WEEK 9 12 Review and Assess Communicating results of con- trolled experiment 4-5 Benchmark Assessment Student conducted mini conferences 6-1 Inquiry 6-2 Plants GRADE 6 UNIT 3 – ENERGY
STC Activity Number Title Key Concepts and Processes Advance Prep Notes to teachers Teaching periods Assessment Alignment to HCS/SC Core Curriculum WEEK 1 1 Circuit of Inquiry Assessment of student prior knowledge of energy, machines, and motion See TG BINDER pg 5-12 (8 models to build and set up.) *Reading Selection from Student Guide pg. 9-11 Teacher can add two stations : balance beam and spring scale 2 Pre-assessment of student knowledge. None required 6-5.1 6-5.2 6-5.3 6-5.4 6-5.6 6-5.7 6-5.8 2 Making a Describe what makes up a battery. (transfor- mation of energy/ chemical to electrical) see TG pg 25 Premix solution prior to activity. *Reading Selection from Student Guide pg.16-19 1 The goal of this lesson was to build a battery. Did you succeed? Support your answer with evidence. 6-5.1 6-5.2 3 Rechargeable Batteries Energy transformations See TG pg 33 Need dead dry cell batteries prior to activity. See TG 265 *Reading Selection from Student Guide pg.24 – 25 1 From your observations, do you think the motor or the light needs more energy to operate? Support your answer with evidence. 6-5.1 6-5.2
STC Activity Number Title Key Concepts and Processes Advance Prep Notes to teachers Teaching periods Assessment Alignment to HCS/SC Core Curriculum WEEK 2 4 Storing and Using Energy in a The amount of energy stored in a rechargeable battery is proportional to the time the battery is charged. see TG pg 39 Make sure dry cell batteries are dead prior to activity. *Reading Selection from Student Guide pg.30- 35 2 Discuss with your lab partners any patterns you observe in data that come from class averages. Why is it better to use the class average instead of results from only one pair of students? 6-1.2 6-5.1 6-5.4 4a SC Essential Energy exists in different forms TEXTBOOK Energy Sources and Transformations McDougal Littell Pg. 351- 356 Teacher’s Choice 1 List three way you use energy. How does each example involve a change? 6-5.1 4b SC Essential Energy can change forms but is never lost TEXTBOOK Conservation of Energy McDougal Littell Pg. 358 – 363 Teacher’s Choice 1 Suppose you are jumping on a trampoline. Describe the conver- sions that occur between kinetic energy and potential energy. 6-5.2 4c SC Essential Technology improves the way people use energy. TEXTBOOK Solar Energy and Wind Energy McDougal Littell Pg. 366 – 370 Teacher’s Choice 1 List two advantages and two dis- advantages of solar power. 6.5-2
STC Kit Activities Title Key Concepts and Processes Advance Prep Notes to teachers Teaching periods Assessment Alignment to HCS/SC Core Curriculum WEEK 3 5 Introduction to Forces A force is a push or a pull on an object. Using a spring scale to measure force. see TG pg 50-51 *Reading Selection from Student Guide pg.42-47 2 From your observations, explain why different objects have different weights .What do you think determines the weight of an object? Support your answer with data. 6-1.1 6 The Force of Friction Inquiry 6.2 Changing the Load (only) Measure the force needed to pull a load of different weights. see TG pg 63- 65 *Reading Selection from Student Guide pg.54 – 61 1 How does the difference in load size effect the force needed to pull the load. Support your answer with evidence. 7 The Force Exerted by a Motor Motors exert forces and forces can be measured. see TG pg 79 Apparatus assembly required * Selection from Stu- dent Guide pg.68 – 71 2 What is the maximum force exerted by the motor? 6.5-3, 6.5-4 WEEK 4 8 Work and the Motor The scientific definition of work. see TG 88 Sled assembly required *Reading Selection from Student Guide pg.80-81 2 How much work did the motor do on the sled? Show your work. 6-5.6 8a SC Essential Electromagnet TEXTBOOK Teacher’s Choice Explain how magnetism and electricity are interrelated: elec- tromagnets, generators, and simple electric motors. McDougall Littell pg 538 Streamline Video: Dr. Dad’s PH3 Three: Electromagnetism 2 Explain how an electromagnet works. 6-5.3 8b Motors (TCA) TEXTBOOK Teacher’s Choice Explain how magnetism and electricity are interrelated: electromagnets, generators, and simple electric motors. McDougall Littell pg 1 Explain the components of a motor and how they work together to transform electrical energy to mechanical energy. 6-5.3
STC Kit Activities Title Key Concepts and Processes Advance Prep Notes to teachers Teaching periods Assessment Alignment to HCS/SC Core WEEK 5 8c SC Essential Generators TEXTBOOK Explain how magnetism and electricity are interrelated: elec- tromagnets, generators, and simple electric motors. McDougall Littell pg 544, 550-551 Teacher’s Choice 1 Explain how a generator converts mechanical energy into electrical energy. 6-5.3 *9 Power of a Motor Calculate the power of a motor See TG pg 100 1 Did the amount of work done each time by the motor to lift the load depend on the number of batteries used? Why or why not? 10 Assessing What You Know Demonstrate knowledge of energy, forces, work, and power See TG pg.109 *Reading Selection from Student Guide pg.95 – 97 *Omit power related questions on assessment if you do not complete Lesson 9. 2 Performance Assessment, Data Analysis, Multiple Choice Questions, Short Answer Response 11 Inclined Plane Incline planes are simple machines that decrease the amount of force needed to do work. See TG pg. 135 *Reading Selection from Student Guide pg.106-107 2 Why are ramps for people with physical disabilities long and gently sloping, rather than short and steep? 6-5.7
STC Kit Title Key Concepts and Processes Advance Prep Notes to teachers Teaching periods Assessment Alignment to HCS/SC Core Curriculum Week 6 12 The Pulley Pulleys are simple machines that decrease the amount of force needed to do work. See TG pg 150 Assembly needed *Reading Selection from Student Guide pg.116- 119 2 What did you observe about the effort force with the different pulley combinations? 6-5.7 13 The Lever Levers are simple machines that decrease the amount of force needed to do work. See TG pg. 159 *Reading Selection from Student Guide pg.125-129 2 Was the amount of work done by the lever when it lifted the sled the same each time or different? Explain your reasoning. 6-5.7 Week 7 14 Machines Assessment: A Technological Design Challenge Combining understanding of machines, forces and work to develop a plan for solving a design challenge. See TG pg. 188 *Reading Selection from Student Guide pg.135-139 3-4 Rubrics – TG. pg 193 and 194 Self Assessment in TG. Pg 197 – 198 6-5.8 6-1.4 14a SC Essential Modern technology uses compound machines. TEXTBOOK Simple machines exist in common tools and in complex machines. McDougal Littell pg. 436 – 441 Teacher’s Choice 1 Design a complex machine and draw it labeling the simple machines. 6-5.8
SEPUP Activity Number Title Key Concepts and Processes Advance Prep Notes to teachers Teaching periods Assessment & Key Question Alignment to HCS/SC Core Curriculum Week 3 56 Ocean Temperatures Students investigate the range of mean ocean surface temperatures around the globe, then map and discuss patterns. Climate, ocean temperatures, latitude Overhead projector, calculators, copy student sheets 1-2 Pr: GI Explain why hurricanes form over ocean areas with water temps above 26.5oC 6-1.2 6-4.7 57 Oceans and Climate Students learn more about how oceans affect climate. A role play discusses the identification of the and how data is gathered. Climate, ocean currents, climatologist, hydrologist Copy student sheets, role-play props (optional) 1-2 How do oceans affect climate? SB E-42 AQ 3 6-4.7 6-4.8 Week 4 58 The Causes of Climate Students read about more factors affecting climate, including the sun’s energy. Climate, sun’s energy, oceans, landforms, literacy Get heat lamp (optional) 1 What three factors affect climate? SB AQ 4 6-4.7 6-4.8 6-4.9 6-1.2 59* Water as a Solvent Students compare the solubility of solids in three different solvents, and learn about water as the universal solvent and that most water on earth contains salts. Climate, salinity, solvent Need safety goggles, overhead projector, prepare containers of tap and distilled water 1-2 How well do different liquids dissolve the same solid? 6-1.2 6-4.2 60 Students learn how water changes from one phase to another. Teachers model changes in the state of water and the water cycle. States of water (solid, liquid, gas), water vapor, clouds, condensation, evaporation, water cycle, literacy safety goggles, gather hot plate, plastic bottle and board, beaker, matches, incense, tongs, ice, black paper, chart paper 1 Quick check: Q2 Discuss the relationships between the changing states of water and the water cycle. 6-4.2 6-4.3
SEPUP Activity Number Title Key Concepts and Processes Advance Prep Notes to teachers Teaching periods Assessment & Key Question Alignment to HCS/SC Core Curriculum Week 5 61 Investigating Groundwater Students investigate the ability of water to filter through gravel and sand, to introduce groundwater. Groundwater, hydrologist Get overhead projector, two buckets, paper towels 1-2 How does water interact with earth materials? 6-4.2 61a SC Essential Lab: Investigate Condensation TEXTBOOK Clouds; elevation, type, shape, and associated weather McDougal Littell Science 257-261 Collect several clear plastic bottles. 1-2 How does a cloud form? 6-4.3 61b SC Essential Lab: Investigate precipitation TEXTBOOK Use appropriate instruments and tools to collect weather data (rain gauge) McDougal Littell Science 265 May need to monitor weather to collect data. 1 How does a precipitate form? How is it measured? 6-4.5 61c Water Cycle Teacher Choice Summarize the interrelationship among the dynamic processes of the water cycle. Streamline Video: The Bus Wet All Over 1 Draw and label the different processes of the water cycle. 6-4.2
SEPUP Activity Number Title Key Concepts and Processes Advance Prep Notes to teachers Teaching periods Assessment & Key Question Alignment to HCS/SC Core Curriculum Week 6 62 Traveling on the Water Cycle Students use a board game and literacy strategies to investigate the conversion of water from one form to another. Models, states of water (solid, liquid, gas), water vapor, clouds, condensation, evaporation, water cycle, literacy Gather pictures of water cycle optional), 1-L container optional), 50 mL graduate tube, overhead projector, copy student sheets 1-2 Q4: SI How does water circulate through earth’s crust, oceans and atmosphere? 6-1.2 6-4.2 6-1.4 63 Investigating Air Students explore the nature of air by making observations of air pressure and by using a chemical indicator. Air, substance, literacy Safety goggles needed, test BTB solution before use, get overhead projector, copy student sheets 1-2 Q4: Understanding Concept Question E-1 46 Is air a substance or is it just empty space? Support your answer with evidence from the investigation. 6-4.1 Week 7 63a Barometer/ Sling Psychrometer Use appropriate instruments and tools to collect weather data Teacher Choice Activity 1 Record accurate measurements using the barometer and the sling psychrometer. 6-4.5 64 Earth’s Atmosphere Students use a computer simulation to sample air composition, temperature, and pressure at different altitudes above earth’s surface and compare the properties of the different layers. Layers of atmosphere, atmospheric composition, air pressure, water vapor, mathematics Internet access, overhead projector, gather calculators, copy student sheets 1-2 How does the earth’s atmosphere change at different elevations from the earth’s surface? 6-4.1 6-1.2
SEPUP Activity Number Title Key Concepts and Processes Advance Prep Notes to teachers Teaching periods Assessment & Key Question Alignment to HCS/SC Core Curriculum Week 8 65 History of Earth’s Atmosphere Students use a card sort to look at the relative composition of gases at different times in earth’s history, and the role of living organisms in shaping the air. Atmospheric composition, geologic time Get overhead projector 1 Has the earth’s atmosphere always been the same as it is today? 6-4.1 6-1.2 66 Atmosphere and Climate Students read about the relationship between earth’s atmosphere and its weather and climate. Atmosphere, wind, atmospheric layers and composition, literacy Use students sheets from Lesson 64 1 UC: AQ 2 What role does atmosphere play in weather and climate? 6-4.1 67 Measuring Wind Speed and Direction Students are introduced to the Beaufort Wind Scale. They design an instrument to measure wind speed and direction. Wind, anemometer, wind vane Gather two large fans, chart paper, stop watches, scissors, staplers, glue, markers, tape, overhead projector 2 Procedure: DI E-180- What do all wind instruments have in common? 6-1.1 6-1.2 6-1.4 6-4.1 6-4.5 6-4.6 6-4.8 6-4.9
SEPUP Activity Number Title Key Concepts and Processes Advance Prep Notes to teachers Teaching periods Assessment & Key Question Alignment to HCS/SC Core Curriculum Week 9 68 Worldwide Wind Students use a computer simulation to identify wind direction and speed, mapping wind patterns. Prevailing wind Get overhead projector, arrange for internet access, copy student sheets 1-2 What is the pattern of prevailing winds on different parts of the earth? 6-1.2 6-4.9 68a SC Essential The Effect of moving air masses, pressure systems, and frontal boundaries on weather. TEXTBOOK Summarize the relationship of the movement of air masses; high and low pressure systems, and frontal boundaries to storms and other weather conditions. McDougal Littell Science 277, 279, 244 (barometer) Teacher’s Choice of activities 2-3 How does an air mass form? What happens when air masses collide? 6-4.4 69 Forecasting Weather Students work in groups to interpret a weather map and construct a weather report, finally presenting the report to the class. Stu- dents use this information to forecast the next day’s weather. Weather maps, weather fronts, high and low pressure systems Gather local weather maps, copy student sheets 2-3 Procedure: CS What information is found on a weather map? How can a weather map be used to forecast weather? 6-4.4 6-4.5 6-4.6 Week 10 70 People and Weather Students analyze reports from a hydrologist, climatologist, and meteorologist about the imaginary town of . They consider the role people play in affecting a region’s weather. Weather, atmosphere, weather careers Overhead projector, calculators, copy student sheets 2-3 ET: Q3 Discuss the relationship between human population growth and changes in the local weather. 6-1.2 6-4.5 Review and Assess 4-5 Benchmark
6-3 .2 Lesson A: Moving, Defending,& Obtaining Resources Materials Needed: Animal pictures, Animal books and/or Internet access Need to create a blank chart on page 8 in Module 6-3.2. (One is available on the workspace under the name “Module 6-3.2 Chart) for students. The “Animal” and “Structure/Characteristic” columns were switched because it made more sense. Give some practice samples for the students on the chart. For “Explain” Section #11&12 visit the “Work Space” for “Animal Structures for Defense, Movement, and Obtaining Resources” 3 In what ways do animals defend themselves, move, and obtain resources? 6-1.2 Week 3 6-3.2 Lesson B: Birds’ Beaks Activity Materials Needed: animal books and pictures, “Bird Beak Activity”, Blue Tweezers, Clothes Pins, Spoons, Cups of small objects-beads, coins, sequins, marbles, different seeds, etc. 1 What structures do birds use for obtaining resources? 6-1.2 6-3.3 Lesson A: Endothermic & Ectothermic Organisms Materials Needed: paper, markers, thermometer, goldfish, beakers, bowls, temperature graph, ice, and warm water 3 What are the characteristics of endothermic and ectothermic animals? How does the temperature affect the respiration rate of goldfish? 6-1.4 6-1.2 6-3.2 6-3.3 Assessment Possible time to review and assess animal and inquiry indicators covered this week. 1
Science Module Title Advance Prep. Notes to Teachers Teaching Period (Days) Focus Questions Alignment to Inquiry Standards Week 4 6-3.4 Lesson A: Environmental Stimuli Materials Needed: plastic sheet, crumpled paper, water, paper towels, paper, animal books and/or Internet access Include “cause and effect” section in the flipbook 2 How do environmental stimuli cause physical responses in animals? 6-1.2 6-3.5 Lesson A: Behavioral Responses Materials Needed: animal books and/or Internet access, “5W’s” Graphic Organizer, Concept Map Explain Section: #6-10 can be omitted if there are time constraints. Explore: See workspace for hibernation, migration, and courtship video clips. 4 (3 if omit part of Explain section) In what ways do animals respond behaviorally to environmental stimuli? 6-1.2 Week 5 6-3.6 Lesson A: Internal Stimuli Materials Needed: Major Concepts Synthesis Chart *Alternate Chart that simplifies concepts is located on the workspace. 1 How do internal stimuli help animals survive? 6-1.2 6-3.7 Lesson A: Inherited and Learned Behaviors Materials: Streamlined Video, index cards, cards for card sort Explore section: Pre-made behavior cards for this activity can be found on the workspace. Streamline Video title is not correct. The correct title of the video is “Animal Instincts”. Additional Resources: Streamline Video on learned and inherited behaviors “Animal Intelligences”. 2 How do learned behaviors in animals differ? 6-1.2 6-3.1-3.7 Cumulative Unit Assessment Possible time to review and assess animal and inquiry indicators covered this week. 2