This parent guide supports parents in helping their child at home with the 6th grade Science content.

This resource accompanies our Rethink 6th Grade Science course. It includes ideas for use, ways to support exceptional children, ways to extend learning, digital resources and tools, tips for supporting English Language Learners and students with visual and hearing impairments. There are also ideas for offline learning. 

In this lesson, students understand the interactions between organisms living in an environment, and how energy flows from one organism and trophic level to another.

In this lesson, students create a visual representation of a habitat. Students should be able to explain the biotic and abiotic factors in their habitat, how those factors affect the organisms they are displaying in their habitat, the flow of energy through their habitat, and the soil and water conditions in their habitat.

In this activity, students will demonstrate their knowledge of food chains by creating their own.

In this activity, students will experiment with how you can use light as a variable to determine its effect on the growth of plant seeds.

In this activity, students will combine food chains to create a food web.

Students will work in groups and research their designated terrestrial biome. Students will research abiotic and biotic factors about their biome. Students will create a digital presentation of their biome using Haiku Deck. The presentation will summarize how the abiotic and biotic factors interact in their biome. Students will then use the collected data from the presentations to create food chains and food webs for their designated biomes.

In this lesson, students learn about ecosystem functions and the types of organisms found in ecosystems. Students complete a diagram of photosynthesis and use calculations to follow the flow of energy through producers, consumers, and decomposers. Students read to learn about the cycling of matter and create their own diagrams of the processes.

Students are introduced to the idea that energy flows through a food chain.

In this activity, students will research the various biotic and abiotic factors that combone to make up a biome. The end product will be the creation of a PowerPoint presentation that identifies these factos and the creation of an energy pyramid involved in the selected biome.

In this lesson, students explore the Moon's habitability and sustainable resources with activities that culminate with plans for the design and creation of a lunar station.

This activity introduces students to the ecosystem processes and interactions among populations, communities, and their environments. It will help students connect the flow of matter and energy through observations, lab work, and group field studies. Studying plant and animal life will directly focus on predator/prey, parasite/host, and producer/consumer/decomposer relationships.

In this lesson, students go on a scavenger hunt and play a game to learn about the flow of energy through a forest ecosystem.

Students will research a plant from around the world to see how it has evolved to survive in that specific habitat. This lesson was developed by Freddy Wang as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.

Students will learn about different pollinators around the world. This lesson was developed by Freddy Wang as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.

After pollination, seeds need to be scattered. We will talk about how plants will spread their seeds depending on their environment. This lesson was developed by Freddy Wang as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.

Students are introduced to ecosystems, food webs, and keystone species. They draw a simple food web and predict the impact keystone species have on an ecosystem.

Students will observe living things in a wooded area near the school. They will list all living things they observe in a journal along with a question about each observation. After returning to the school, students will be introduced to the vocabulary: producers, consumers, decomposers, and food web. Students will select a question that can be investigated and share with the class. The teacher will guide the class to use the same question to investigate. How do these living things affect each other? Each student will organize their data into the three categories of producers, consumers, and decomposers. Using one of their living things, they will create a food web with at least one living thing from each of the three categories. Students will predict what would happen if one of the living things in the food web became extinct or over productive. An extension will be to investigate living things at a wetlands area.