6th Grade
Reduce Video
Sixth Grade Curriculum
6.2.b. Science
The Dynamic Nature of Rivers
This unit explains how rivers move materials within a watershed and provides a context for understanding why particular locations have been found throughout history to be more suitable for habitation than others. Students learn about the natural cycles of river systems and analyze how humans benefit from, and manipulate, these systems. Learning about the original development of cities and great societies helps students understand some of the complex issues of today with ever-increasing populations and heavier exploitation of natural resources. The unit builds interdisciplinary global thinking by connecting the physical nature of rivers to history and development. California river systems are used as illustrative examples, and the principles presented can be applied to any system - from the Nile Delta to the gorges of the Yangtzi.
6.5.c. Science
Energy-Pass It On!
Students learn about the roles that populations of organisms fill in ecosystems. Humans are among the organisms that influence Earth's ecosystems and other organisms living within them. Human actions influence the health and functioning of ecosystems; conversely, humans are dependent upon ecosystems for food and materials. Students gain an understanding of how all living things, including humans, depend on both the physical environment and the interactions among organisms.
6.5.d. Science
Playing the Same Role
Students learn about the roles organisms play in ecosystems within a new context-biomes. A biome, such as a tundra, desert, or prairie, is a group of similar ecosystems. Students learn that climate and latitude determine the location and character of different biomes, as well as the plants and animals living within them. Students explore the effects of human activities on various ecological roles and on the transfer of matter.
6.6.a. Science
Energy-It's Not All the Same to You!
This unit begins with an exploration of the current energy sources used by California utility companies to provide electricity. Students learn that a variety of energy sources are available to generate electricity and that there are costs and benefits in using any and all of them. Students learn that the conversions necessary to create useful energy -electricity- from these natural energy sources create additional variables that must be assessed in a cost/benefit analysis.
6.6.b. Science
Energy and Material Resources: Renewable or Not?
To many students, resources are simply "there," available for use when people choose to use them. This unit gives students new ways to view the resources we use, beginning with the understanding that they come from natural systems. The unit provides opportunities to learn about the different ways in which natural resources may be categorized as renewable, nonrenewable, or inexhaustible, and evaluated as commodities. In addition, students learn that ongoing use of resources is inextricably intertwined with human practices, management, and technological developments-all of which affect natural systems.
6.6.c. Science
Made From Earth: How Natural Resources Become Things We Use
This unit teaches students about the importance of natural resources to their personal lives. The unit begins with a story about the manufacturing of a California icon: the surfboard. Through an exploration of the manufacturing process of popular products, students understand the crucial role of natural resources and energy in creating goods. Students also learn that the level of human consumption of resources influences the future of resources.
6.1.1. History-Social Science
Paleolithic People: Tools, Tasks, and Fire
In this unit, students explore the essential characteristics of scavenger/ hunter-gatherer societies, including the development of tools and the use of fire. Students read a story that sets the stage for exploration of ways in which humans, dating back to our earliest ancestors, have used and influenced the environment. The unit brings to light the prehistory of humans and introduces the interaction between human culture and the natural environment. This unique perspective provides students with a broader understanding of where we have come from and where we may be headed.
6.1.2. History-Social Science
Paleolithic People: Adapting to Change
By identifying the locations of prehistoric human communities and providing examples of factors that influenced their settlements, students learn to compare the lifestyles of different Paleolithic cultures and the ecosystem goods and services upon which they depended. The unit highlights climate change as one of the factors influencing human migration within and out of Africa. In addition, students consider how their own behaviors and activities depend on the ecosystem goods and services available to them today.
6.2.1. History-Social Science
River Systems and Ancient Peoples
This unit teaches students that the physical geography of certain areas positioned them to become the locations of the world's first cities. Further lessons detail the rise of agriculture and civilization. Students learn to connect cycles, flow, and the role of rivers in ecosystems to the rise of the world's oldest cities in ancient Mesopotamia and Egypt.
6.2.2. History-Social Science
Agricultural Advances in Ancient Civilizations
This unit takes students on a journey from the earliest subsistence farms through the rise of ancient civilizations. By focusing on the effects of
agricultural advancements, students learn about the importance of nature and natural cycles to the development of political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush. Students draw parallels between ancient and modern times by looking at the critical role of water. Although the unit focuses on ancient people, the problem-solving and critical thinking skills practiced throughout the unit are transferable skills that help students understand human reliance on natural resources in the present day.
6.2.6./6.2.8. History-Social Science
Egypt and Kush: A Tale of Two Kingdoms
Students learn about the complicated and interwoven histories of two ancient superpowers: Egypt and Kush. The unit begins with a present-day conflict that highlights the positives and perils of resource competition and consumption. Students learn about the unique geography of the Nile Valley region and its myriad of natural resources that supported extensive cultures and a vast network of trade. Students also explore the ways in which civilizations through-out time have sought to control their natural environment and how those efforts have influenced their natural world.
6.5.1./6.6.1. History-Social Science
The Rivers and Ancient Empires of China and India
Students apply what they know about river systems--their processes, characteristics, and their importance to human settlement--to an exploration of the civilizations that arose in ancient India and China. By emphasizing the physical and natural environment, students learn about geographic and climatic factors that contributed to the rise of great dynasties in both areas, and discover the dependence of the people on the ecosystem goods and services provided by the rivers. The lessons reinforce how physical characteristics of the regions fostered the beginning of settled life and the growth of sophisticated cultures and civilizations.
6.2.b. Science
The Dynamic Nature of Rivers
This unit explains how rivers move materials within a watershed and provides a context for understanding why particular locations have been found throughout history to be more suitable for habitation than others. Students learn about the natural cycles of river systems and analyze how humans benefit from, and manipulate, these systems. Learning about the original development of cities and great societies helps students understand some of the complex issues of today with ever-increasing populations and heavier exploitation of natural resources. The unit builds interdisciplinary global thinking by connecting the physical nature of rivers to history and development. California river systems are used as illustrative examples, and the principles presented can be applied to any system - from the Nile Delta to the gorges of the Yangtzi.
6.5.c. Science
Energy-Pass It On!
Students learn about the roles that populations of organisms fill in ecosystems. Humans are among the organisms that influence Earth's ecosystems and other organisms living within them. Human actions influence the health and functioning of ecosystems; conversely, humans are dependent upon ecosystems for food and materials. Students gain an understanding of how all living things, including humans, depend on both the physical environment and the interactions among organisms.
6.5.d. Science
Playing the Same Role
Students learn about the roles organisms play in ecosystems within a new context-biomes. A biome, such as a tundra, desert, or prairie, is a group of similar ecosystems. Students learn that climate and latitude determine the location and character of different biomes, as well as the plants and animals living within them. Students explore the effects of human activities on various ecological roles and on the transfer of matter.
6.6.a. Science
Energy-It's Not All the Same to You!
This unit begins with an exploration of the current energy sources used by California utility companies to provide electricity. Students learn that a variety of energy sources are available to generate electricity and that there are costs and benefits in using any and all of them. Students learn that the conversions necessary to create useful energy -electricity- from these natural energy sources create additional variables that must be assessed in a cost/benefit analysis.
6.6.b. Science
Energy and Material Resources: Renewable or Not?
To many students, resources are simply "there," available for use when people choose to use them. This unit gives students new ways to view the resources we use, beginning with the understanding that they come from natural systems. The unit provides opportunities to learn about the different ways in which natural resources may be categorized as renewable, nonrenewable, or inexhaustible, and evaluated as commodities. In addition, students learn that ongoing use of resources is inextricably intertwined with human practices, management, and technological developments-all of which affect natural systems.
6.6.c. Science
Made From Earth: How Natural Resources Become Things We Use
This unit teaches students about the importance of natural resources to their personal lives. The unit begins with a story about the manufacturing of a California icon: the surfboard. Through an exploration of the manufacturing process of popular products, students understand the crucial role of natural resources and energy in creating goods. Students also learn that the level of human consumption of resources influences the future of resources.
6.1.1. History-Social Science
Paleolithic People: Tools, Tasks, and Fire
In this unit, students explore the essential characteristics of scavenger/ hunter-gatherer societies, including the development of tools and the use of fire. Students read a story that sets the stage for exploration of ways in which humans, dating back to our earliest ancestors, have used and influenced the environment. The unit brings to light the prehistory of humans and introduces the interaction between human culture and the natural environment. This unique perspective provides students with a broader understanding of where we have come from and where we may be headed.
6.1.2. History-Social Science
Paleolithic People: Adapting to Change
By identifying the locations of prehistoric human communities and providing examples of factors that influenced their settlements, students learn to compare the lifestyles of different Paleolithic cultures and the ecosystem goods and services upon which they depended. The unit highlights climate change as one of the factors influencing human migration within and out of Africa. In addition, students consider how their own behaviors and activities depend on the ecosystem goods and services available to them today.
6.2.1. History-Social Science
River Systems and Ancient Peoples
This unit teaches students that the physical geography of certain areas positioned them to become the locations of the world's first cities. Further lessons detail the rise of agriculture and civilization. Students learn to connect cycles, flow, and the role of rivers in ecosystems to the rise of the world's oldest cities in ancient Mesopotamia and Egypt.
6.2.2. History-Social Science
Agricultural Advances in Ancient Civilizations
This unit takes students on a journey from the earliest subsistence farms through the rise of ancient civilizations. By focusing on the effects of
agricultural advancements, students learn about the importance of nature and natural cycles to the development of political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush. Students draw parallels between ancient and modern times by looking at the critical role of water. Although the unit focuses on ancient people, the problem-solving and critical thinking skills practiced throughout the unit are transferable skills that help students understand human reliance on natural resources in the present day.
6.2.6./6.2.8. History-Social Science
Egypt and Kush: A Tale of Two Kingdoms
Students learn about the complicated and interwoven histories of two ancient superpowers: Egypt and Kush. The unit begins with a present-day conflict that highlights the positives and perils of resource competition and consumption. Students learn about the unique geography of the Nile Valley region and its myriad of natural resources that supported extensive cultures and a vast network of trade. Students also explore the ways in which civilizations through-out time have sought to control their natural environment and how those efforts have influenced their natural world.
6.5.1./6.6.1. History-Social Science
The Rivers and Ancient Empires of China and India
Students apply what they know about river systems--their processes, characteristics, and their importance to human settlement--to an exploration of the civilizations that arose in ancient India and China. By emphasizing the physical and natural environment, students learn about geographic and climatic factors that contributed to the rise of great dynasties in both areas, and discover the dependence of the people on the ecosystem goods and services provided by the rivers. The lessons reinforce how physical characteristics of the regions fostered the beginning of settled life and the growth of sophisticated cultures and civilizations.
