Science Unit One: Living Things
Students will complete the following for vocabulary for all bolded vocabulary words in the texts:
- One image that connects with the meaning of the word
- A definition of the word
- Two words of similar meaning (when possible)
- And a sentence using the word
- Read all pages aloud as a class
Complete vocabulary for pages 202 to 209 and read these pages. Next complete the activity on page 209 using an application of their choice.
Using the activity found on page 210 students will take photos of leaves outside and use them to help label and create a their own classification key. They should explain their classification key using the Explain Everything application.
Complete vocabulary for pages 212 to 214 and read these pages.
Using iMovie complete the activity on page 214. Instead of creating a poster use images to create a movie outlining your researched information.
Complete vocabulary for pages 215 to 221 and read these pages.
Complete vocabulary for pages 224 to 225 and read these pages. Once finished Complete the collage activity on page 225.
Complete vocabulary for pages 227 to 228 and read these pages. Complete the activity on page 229 using pen and paper.
Chapter 8 Activity:
Students will read through chapter 8 section by section completing the assignment below:
Create your own super animal!
Using characteristics of other animals create your own animal.
You must outline how your animals physical adaptations, adaptations for protection, and behavioural adaptations.
Once finished you will create a drawing of your animal and we as a class will do our best to create a classification key for the various “super animals.”
Life Science: Diversity of Life
The Role of a Common Classification Scheme for Living Things
• create and analyze your own chart or diagram for classifying and describe the role of a common
classification system (206-1, 206-9, 300-15)
The Animal Kingdom: Vertebrates and Invertebrates
• classify animals as vertebrates or invertebrates and compare the characteristics of mammals, birds,
reptiles, amphibians, and fishes (300-16, 300-17)
• classify common arthropods using a variety of sources (205-8, 300-18)
• identify and use appropriate tools to examine micro-organisms and describe how they meet their
basic needs (204-8, 300-19, 302-12)
• provide examples of how science and technology have been used in identifying and controlling
micro-organisms by different people around the world (107-3, 107-6)
LEARNING OUTCOMES FRAMEWORK:
GRADE 6 SCIENCE
Adaptations and Natural Selection
• propose questions and gather information about the relationship among the structural features of
plants and animals in their environments and identify the positive and negative impacts of humans
on these resources (204-1, 108-8)
• classify and compare the adaptations of closely related animals living in their local habitat and in
different parts of the world and discuss reasons for any differences (301-15, 104-5, 204-6)
• identify changes in animals over time and research and model the work of scientists (107-11, 207-4,