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Ernesto Sauceda
Coach Sauceda's Science Class
Scope & Sequence for 6th Grade
| Unit # | Unit Title / Focus | Approx Days* | Key TEKS or Concepts Emphasized | Notes / Interconnections |
|---|---|---|---|---|
| 1 | Introduction & Scientific Investigation | 8–10 days | Lab safety, measurement, data analysis, scientific method, metric system, graphing, controlled experiments, ethical practices | Provides the foundation. Emphasize that at least 40% of instructional time must be investigations. |
| 2 | Matter & Its Properties | 12–15 days | States of matter (solid, liquid, gas), particle model, kinetic energy, physical properties, density, elements/compounds vs mixtures, chemical vs physical changes | This lays groundwork for energy and systems understanding. |
| 3 | Energy & Energy Changes | 8–12 days | Forms of energy (kinetic, potential, thermal, etc.), transformations of energy, conservation of energy | Tie back to particle model from the Matter unit |
| 4 | Force, Motion, and Energy | 15–18 days | Newton’s laws (forces acting on objects), motion graphs, relationships among force, mass, and acceleration, friction, waves (transverse & longitudinal) | Here students apply energy concepts from prior units |
| 5 | Earth’s Systems (Earth & Space) | 12–15 days | Earth’s layers, plate tectonics, rock cycle, weathering & erosion, geological events (earthquakes, volcanoes), natural resources | Connect energy (heat, internal Earth) and matter (minerals, cycles) |
| 6 | Earth, Moon, Sun / Astronomy | 8–10 days | Movements of Earth, moon, sun; seasons, tides, eclipses; gravity; solar system bodies | Intersect with force & motion concepts |
| 7 | Cycles & Earth Systems / Resources | 10–12 days | Water cycle, carbon cycle, nitrogen cycle, resources (renewable, nonrenewable), human impact | Reinforce matter & energy flows |
| 8 | Organisms & Environments | 15–18 days | Cell basics, structure/function, ecosystems, food webs/chains, energy flow, biotic/abiotic factors, interdependence, adaptation & variation, population dynamics | This is a major wrap‑up unit implementing many concepts together |
| 9 | Review, Project, and Assessment | 5–8 days | Spiral review, hands‑on culminating project, remediation, summative assessments | Use formative data from across the year to drive review |
Scope and Sequence for 7th Grade
| Unit # | Unit Title / Focus | Approx Days* | TEKS Emphasis / Key Concepts | Notes & Connections |
|---|---|---|---|---|
| 1 | Introduction & Science Skills | 5–8 | Lab safety, measurement (SI units), designing experiments, data analysis, graphing | Sets foundation for inquiry and scientific thinking |
| 2 | Matter, Solutions & Chemical Reactions | 12–15 | Properties of matter, mixtures & solutions, solubility, acids & bases, chemical formulas, reactions | Builds on prior knowledge of matter from 6th grade; supports future units on ecosystems & cycles |
| 3 | Energy & Thermal Energy | 8–12 | Thermal energy, heat transfer (conduction, convection, radiation), specific heat, kinetic vs potential energy | A bridge between chemical processes and physical phenomena |
| 4 | Motion, Force & Energy | 12–15 | Newton’s laws, graphing motion (distance/time, velocity), friction, forces, work & energy | Leverages energy concepts; supports later Earth units (e.g. plate motion) |
| 5 | Earth Systems & Cycles | 10–14 | Rock cycle, weathering & erosion, soil formation, hydrologic cycle, carbon & nitrogen cycles | Integrates matter & energy flows; connects to ecosystems and human impact |
| 6 | Dynamic Earth & Plate Tectonics | 8–12 | Earth’s interior, plate boundaries, earthquakes, volcanoes, continental drift, mountain building | Helps students understand Earth as a dynamic system |
| 7 | Astronomy & Earth’s Place in Space | 6–10 | Earth–moon–sun relationships, seasons, phases, eclipses, gravitational forces, solar system structure | Reinforces motion, force, cycles, and energy |
| 8 | Interactions in Ecosystems | 12–18 | Populations, communities, energy flow (food chains / webs), biogeochemical cycles, symbiosis, competition, carrying capacity | Connects back to matter, energy, cycles; human impact addressed |
| 9 | Human Impact & Sustainability | 6–10 | Pollution, resource use, conservation, climate change, habitat alteration | Brings real‑world relevance; connects science to society |
| 10 | Review, Projects, & Assessment | 5–8 | Spiral review, culminating projects, remediation, final assessments | Use diagnostics from across units to guide review |