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Midway Middle School

Mrs. Kim Nickell » Pacing Guides

Pacing Guides

6th grade Science

Academic Standards


6.ETS1: Engineering Design

1) Evaluate design constraints on solutions for maintaining ecosystems and biodiversity.

2) Design and test different solutions that impact energy transfer.


6.LS2: Ecosystems: Interactions, Energy, and Dynamics

1) Evaluate and communicate the impact of environmental variables on population size.

2) Determine the impact of competitive, symbiotic, and predatory interactions in an ecosystem.

3) Draw conclusions about the transfer of energy through a food web and energy pyramid in an ecosystem.

4) Using evidence from climate data, draw conclusions about the patterns of abiotic and biotic factors in different biomes, specifically the tundra, taiga, deciduous forest, desert, grasslands, rainforest, marine, and freshwater ecosystems.

5) Analyze existing evidence about the effect of a specific invasive species on native populations in Tennessee and design a solution to mitigate its impact.

6) Research the ways in which an ecosystem has changed over time in response to changes in physical conditions, population balances, human interactions, and natural catastrophes.

7) Compare and contrast auditory and visual methods of communication among organisms in relation to survival strategies of a population.


6.ESS3: Earth and Human Activity

1) Differentiate between renewable and nonrenewable resources by asking questions about their availability and sustainability.

2) Investigate and compare existing and developing technologies that utilize renewable and alternative energy resources.

3) Assess the impacts of human activities on the biosphere including conservation, habitat management, species endangerment, and extinction.


6.LS4: Biological Change: Unity and Diversity

1) Explain how changes in biodiversity would impact ecosystem stability and natural resources.

2) Design a possible solution for maintaining biodiversity of ecosystems while still providing necessary human resources without disrupting environmental equilibrium.


6.PS3: Energy

1) Analyze the properties and compare sources of kinetic, elastic potential, gravitational potential, electric potential, chemical, and thermal energy.

2) Construct a scientific explanation of the transformations between potential and kinetic energy.

3) Analyze and interpret data to show the relationship between kinetic energy and the mass of an object in motion and its speed.

4) Conduct an investigation to demonstrate the way that heat (thermal energy) moves among objects through radiation, conduction, or convection.


6.ESS2: Earth’s Systems

1) Gather evidence to justify that oceanic convection currents are caused by the sun’s transfer of heat energy and differences in salt concentration leading to global water movement.

2) Diagram convection patterns that flow due to uneven heating of the earth.

3) Construct an explanation for how atmospheric flow, geographic features, and ocean currents affect the climate of a region through heat transfer.

4) Apply scientific principles to design a method to analyze and interpret the impact of humans and other organisms on the hydrologic cycle.

5) Analyze and interpret data from weather conditions, weather maps, satellites, and radar to predict probable local weather patterns and conditions.

6) Explain how relationships between the movement and interactions of air masses, high and low pressure systems, and frontal boundaries result in weather conditions and severe storms.



6th grade Social Studies 


1st Nine Weeks:


Time Designations and Abbreviations and Early Humans ---

Standards 6.01-6.04

  • Identify the meaning of time and abbreviations used by historians.
  • Describe the characteristics of nomadic hunter-gatherer.
  • Explain the impact of the Agriculture Revolution.
  • Identify and explain the characteristics of civilizations.


Mesopotamia --- Standards 6.05-6.12

  • Identify and locate geographical features of ancient Mesopotamia.
  • Explain geographic and climate features of the Fertile Crescent.
  • Explain the developments and inventions that resulted in the advancement in agriculture.
  • Analyze how advancements in agriculture led to emergence of city-states.
  • Explain the basic concepts of monarchy and empires.
  • Explain the concept of polytheism.
  • Identify important achievements of Mesopotamians.
  • Analyze the impact of Hammurabi’s Code and its basic principles of justice.


Ancient Egypt --- Standards 6.13-6.14

  • Identify and locate geographical features of ancient Egypt.
  • Explain how agricultural practices impacted economic growth.


* The number of ancient Egyptian standards taught in the 1st nine weeks may vary some. The remaining standards will be taught during the 2nd nine weeks.




2nd Nine Weeks:


Ancient Egypt continued --- Standards 6.15-6.19

  • Explain the structure of Egyptian society.
  • Explain the polytheistic religion of ancient Egypt.
  • Analyze the impact of key rulers from ancient Egypt.
  • Analyze the achievements of Egyptian civilization.
  • Examine the culture diffusion of Egypt with surrounding civilizations.


Ancient Israel --- Standards 6.20-6.24

  • Identify and locate geographical features of ancient Israel.
  • Describe the developments of the ancient Israelites.
  • Describe the origins and central features of Judaism.
  • Identify the importance of kings: Saul. David, and Solomon.
  • Summarize the breakup of the Kingdom of Israel, Babylon captivity, and the return of the Jews to Jerusalem.


Ancient India --- Standards 6.25-6.30

  • Identify and locate geographical features of ancient India.
  • Explain the emergence of the Harappan civilization.
  • Describe the social structure of the caste system.
  • Describe the origins and central features of Hinduism.
  • Describe the origins and central features of Buddhism.
  • Identify intellectual traditions that emerged during the late empires of ancient India.


Ancient China --- Standards 6.31-6.32

  • Identify and locate geographical features of ancient China.
  • Analyze the influence of geographic features on the origins of Chinese civilizations.


* The number of ancient Chinese standards taught in the 2nd nine weeks may vary some. The remaining standards will be taught during the 3rd nine weeks.



3rd Nine Weeks:


Ancient China Continued --- Standards 6.33-6.38

  • Describe how the size of China made governing difficult, and how mandate of heaven and Legalism emerged.
  • Identify the political and cultural problems during the lifetime of Confucius and how Confucianism addressed these problems.
  • Explain how the significance of the unification of China led to the first empire under the rule of Shi Huangdi during the Qin Dynasty.
  • Explain how the implementation of the philosophy of Confucius led to the political success of the Han Dynasty,
  • Explain the major accomplishments of the Han Dynasty.
  • Describe the creation of the silk roads, the cultural diffusion that developed, and the spread of Buddhism in China.


Ancient Greece --- Standards 6.39-6.50

  • Identify and locate geographical features of ancient Greece.
  • Analyze the geographical features of ancient Greece.
  • Examine the concept of the Greek city-states.
  • Explain the basic concepts of direct democracy and oligarchy.
  • Explain the characteristics of the city-states Athens and Sparta.
  • Analyze the causes and consequences of the Persian Wars.
  • Analyze the causes and consequences of the Peloponnesian Wars.
  • Explain the polytheistic religion of Greece and the emergence of the Olympic Games.
  • Explain the significance of ancient Greek literature.
  • Examine the influence of Aristotle, Plato, and Socrates.
  • Describe the purpose of major Greek architecture.
  • Explain the unification of the Greek city-states by the Macedonians, and analyze the impact of Alexander the Great.


Ancient Rome --- Standards 6.51-6.53

  • Identify and locate geographical features of ancient Rome.
  • Analyze the geographical features of ancient Rome.
  • Describe the government of the Roman Republic.


* The number of ancient Roman standards taught in the 3rd nine weeks may vary some. The remaining standards will be taught during the 4th nine weeks.

4th Nine Weeks:


Ancient Rome Continued --- Standards 6.54-6.62


  • Describe the class system of ancient Rome.
  • Describe the characteristics of Julius Caesar’s rule.
  • Analyze the influence of Augustus Caesar.
  • Analyze how innovations in engineering and architecture contributed to Roman expansion.
  • Explain the polytheistic religion of ancient Rome.
  • Describe the origins and central features of Christianity.
  • Explain the expulsion of the Jews from their homeland by the Romans.
  • Explain the division of the Roman Empire into East and West and the rule of Constantine.
  • Analyze the fall of the Western Roman Empire.


Review for TNReady (TCAPs) --- Standards 6.01-6.62


  • After TCAPs, we will study the Seven Wonders of the Ancient World.



This list of state standards is only a summarization of each standard.  It does not included all the additional details included within each standard.