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Fat Dogs and Coughing Horses: Be the Vet! Solve the Case!
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Sixth Grade Activity Book
Indiana State Standards Alignment
Activity One:
READING: Comprehension and Analysis of Nonfiction and Informational Text
6.2 Students read and understand grade-level-appropriate material. The selections in the www.doe.in.gov/standards/readinglist.html illustrate the quality and complexity of the materials to be read by students. At Grade 6, in addition to regular classroom reading, students read a variety of nonfiction, such as biographies, autobiographies, books in many different subject areas, magazines, newspapers, reference and technical materials, and online information.
6.2.1 Structural Features of Informational and Technical Materials: Identify the structural features of popular media (newspapers, magazines, online information) and use the features to obtain information. (Core Standard)
6.2.7 Make reasonable statements and conclusions about a text, supporting them with evidence from the text. (Core Standard)
Activity Two:
MATHEMATICS: Computation
6.2 Students solve problems involving addition, subtraction, multiplication, and division of integers. They solve problems involving fractions, decimals, ratios, proportions, and percentages.
6.2.1 Add and subtract positive and negative integers. (Core Standard)
6.2.2 Multiply and divide positive and negative integers. (Core Standard)
6.2.6 Interpret and use ratios to show the relative sizes of two quantities. Use the notations: a/b, a to b, a:b. (Core Standard)
6.2.7 Understand proportions and use them to solve problems. (Core Standard)
MATHEMATICS: Data Analysis and Probability
6.6 Students compute and analyze statistical measures for data sets. They determine theoretical and experimental probabilities and use them to make predictions about events.
6.6.6 Understand and represent probabilities as ratios, measures of relative frequency, decimals between 0 and 1, and percentages between 0 and 100 and verify that the probabilities computed are reasonable.
MATHEMATICS: Problem Solving
6.7 Students make decisions about how to approach problems and communicate their ideas.
6.7.1 Analyze problems by identifying relationships, telling relevant from irrelevant information, identifying missing information, sequencing and prioritizing information, and observing patterns.
6.7.9 Make precise calculations and check the validity of the results in the context of the problem.
6.7.10 Decide whether a solution is reasonable in the context of the original situation.
SCIENCE: Life Science
6.3 Describe that all organisms, including humans, are part of complex systems found in all biomes (i.e., freshwater, marine, forest, desert, grassland and tundra).
6.3.5 Describe how all animals, including humans, meet their energy needs by consuming other organisms, breaking down their structures, and using the materials to grow and function.
6.3.6 Recognize that food provides the energy for the work that cells do and is a source of the molecular building blocks that can be incorporated into a cells structure or stored for later use.
HEALTH & WELLNESS: Students will comprehend concepts related to health promotion and disease prevention to enhance health.
6.1 The acquisition of basic health concepts and functional health knowledge provides a foundation for promotion health-enhancing behaviors among youth. This standard includes essential concepts that are based on established health behavior theories and models. Students apply knowledge of personal responsibility for health promotion and/or risk reduction. They describe patterns of healthy behaviors to prevent or reduce their risk of injury and/or illness throughout their lifespan. Students examine the interrelationships of emotional, physical, social and intellectual health and how they can be impacted by their surroundings.
6.1.1 Compare how healthy behaviors and personal health are linked.
6.1.7 Identify the benefits of practicing healthy behaviors.
HEALTH & WELLNESS: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
6.7 Research confirms that practicing health-enhancing behaviors can contribute to a positive quality of life. In addition, many diseases and injuries can be prevented by reducing harmful and risk taking behaviors. This standard promotes accepting personal responsibility for health and encourages the practice of healthy behaviors. Students demonstrate health-enhancing behaviors to prevent injuries, diseases and disorders.
6.7.1 Identify the importance of being responsible for health behaviors.
6.7.2 Indicate healthy behaviors that will maintain or improve the health of self and others.
Activity Three:
MATHEMATICS: Computation
6.2 Students solve problems involving addition, subtraction, multiplication, and division of integers. They solve problems involving fractions, decimals, ratios, proportions, and percentages.
6.2.1 Add and subtract positive and negative integers. (Core Standard)
6.2.2 Multiply and divide positive and negative integers. (Core Standard)
6.2.6 Interpret and use ratios to show the relative sizes of two quantities. Use the notations: a/b, a to b, a:b. (Core Standard)
6.2.7 Understand proportions and use them to solve problems. (Core Standard)
MATHEMATICS: Problem Solving
6.7 Students make decisions about how to approach problems and communicate their ideas.
6.7.1 Analyze problems by identifying relationships, telling relevant from irrelevant information, identifying missing information, sequencing and prioritizing information, and observing patterns.
6.7.3 Decide when and how to break a problem into simpler parts.
6.7.5 Express solutions clearly and logically by using the appropriate mathematical terms and notation. Support solutions with evidence in both verbal and symbolic work.
6.7.9 Make precise calculations and check the validity of the results in the context of the problem.
6.7.10 Decide whether a solution is reasonable in the context of the original situation.
SCIENCE: Life Science
6.3 Describe that all organisms, including humans, are part of complex systems found in all biomes (i.e., freshwater, marine, forest, desert, grassland and tundra).
6.3.5 Describe how all animals, including humans, meet their energy needs by consuming other organisms, breaking down their structures, and using the materials to grow and function.
6.3.6 Recognize that food provides the energy for the work that cells do and is a source of the molecular building blocks that can be incorporated into a cells structure or stored for later use.
HEALTH & WELLNESS: Students will comprehend concepts related to health promotion and disease prevention to enhance health.
6.1 The acquisition of basic health concepts and functional health knowledge provides a foundation for promotion health-enhancing behaviors among youth. This standard includes essential concepts that are based on established health behavior theories and models. Students apply knowledge of personal responsibility for health promotion and/or risk reduction. They describe patterns of healthy behaviors to prevent or reduce their risk of injury and/or illness throughout their lifespan. Students examine the interrelationships of emotional, physical, social and intellectual health and how they can be impacted by their surroundings.
6.1.1 Compare how healthy behaviors and personal health are linked.
6.1.7 Identify the benefits of practicing healthy behaviors.
HEALTH & WELLNESS: Students will demonstrate the ability to access valid information and products and services to enhance health.
6.3 Accessing valid health information and health-promoting products and services is critical in the prevention, early detection and treatment of health problems. This standard focuses on how to identify and access valid health resources and to reject unproven sources. Applying the skills of analysis, comparison and evaluation of health resources empowers students to achieve health literacy. Students identify valid health information, health-promoting products, and services to prevent and detect health problems.
6.3.1 Indicate the validity of health products.
HEALTH & WELLNESS: Students will demonstrate the ability to use decision-making skills to enhance health.
6.5 Decision-making skills are needed in order to identify, implement and sustain health-enhancing behaviors. This standard includes the essential steps needed to make healthy decisions as prescribed in the performance indicators. Students identify a decision-making process which enables them to collaborate with others to improve quality of life now and in the future.
6.5.1 Name conditions that can help or hinder healthy decision making.
6.5.2 Explain when health-related situations require a thoughtful decision-making process.
6.5.4 Identify healthy and unhealthy options to health-related issues or problems.
6.5.6 Distinguish healthy options over unhealthy options when making a decision.
6.5.7 Predict the results of a health-related decision.
Think Like a Vet:
WRITING: Processes and Features
6.4 Students discuss and keep a list of writing ideas and use graphic organizers to plan writing. They write clear, coherent, and focused essays. Students progress through the stages of the writing process and proofread, edit, and revise writing.
6.4.2 Choose the form of writing that best suits the intended purpose. (Core Standard)
6.4.3 Write informational pieces of several paragraphs that:
• engage the interest of the reader.
• state a clear purpose.
• develop the topic with supporting details and precise language.
• conclude with a detailed summary linked to the purpose of the composition. (Core Standard)
6.4.4 Use a variety of effective organizational patterns, including comparison and contrast, organization by categories, and arrangement by order of importance or climactic order. (Core Standard)
6.4.10 Revise writing to improve the organization and consistency of ideas within and between paragraphs. (Core Standard)
WRITING: Applications (Different Types of Writing and Their Characteristics)
6.5 At Grade 6, students write narrative, expository (informational), persuasive, and descriptive texts (research reports of 400 to 700 words or more). Student writing demonstrates a command of Standard English and the research, organizational, and drafting strategies outlined in Standard 4 - Writing Processes and Features. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing.
6.5.5 Write persuasive compositions that:
• state a clear position on a proposition or proposal.
• support the position with organized and relevant evidence and effective emotional appeals.
• anticipate and address reader concerns and counterarguments. (Core Standard) Example: Write a persuasive essay on how the class should celebrate the end of the school year, including adequate reasons for why the class should participate in the activity described. Create an advertisement for a product to try to convince readers to buy the product.
6.5.6 Use varied word choices to make writing interesting. (Core Standard)
6.5.7 Write for different purposes (information, persuasion, description) and to a specific audience or person, adjusting tone and style as necessary. (Core Standard)
WRITING: English Language Conventions
6.6 Students write using Standard English conventions appropriate to this grade level.
6.6.1 Sentence Structure:Use simple, compound, and complex sentences; use effective coordination and subordination of ideas, including both main ideas and supporting ideas in single sentences, to express complete thoughts. (Core Standard)
6.6.2 Grammar: Identify and properly use indefinite pronouns (all, another, both, each, either, few, many, none, one, other, several, some), present perfect (have been, has been), past perfect (had been), and future perfect verb tenses (shall have been); ensure that verbs agree with compound subjects.
• Indefinite pronouns: Each should do his or her work.
• Indefinite pronouns: Many were absent today.
• Correct verb agreement: Todd and Amanda were chosen to star in the play.
• Incorrect verb agreement: Todd and Amanda was chosen to star in the play. (Core Standard)
6.6.3 Punctuation: Use colons after the salutation (greeting) in business letters (Dear Sir:), semicolons to connect main clauses (The girl went to school; her brother stayed home.), and commas before the conjunction in compound sentences (We worked all day, but we didn't complete the project.).
6.6.4 Capitalization: Use correct capitalization.
6.6.5 Spelling: Spell correctly frequently misspelled words (their/they're/there, loose/lose/loss, choose/chose, through/threw).
6.6.6 Identify and correctly use prepositional phrases (for school or In the beginning), appositives (We played the Cougars, the team from Newport), main clauses (words that express a complete thought), and subordinate clauses (clauses attached to the main clause in a sentence).
• We began our canoe trip on the White River (prepositional phrase) when it stopped raining (subordinate clause).
• Famous for their first flight at Kitty Hawk (appositive), the Wright brothers are legendary in aviation (main clause). (Core Standard)
HEALTH & WELLNESS: Students will comprehend concepts related to health promotion and disease prevention to enhance health.
6.1 The acquisition of basic health concepts and functional health knowledge provides a foundation for promotion health-enhancing behaviors among youth. This standard includes essential concepts that are based on established health behavior theories and models. Students apply knowledge of personal responsibility for health promotion and/or risk reduction. They describe patterns of healthy behaviors to prevent or reduce their risk of injury and/or illness throughout their lifespan. Students examine the interrelationships of emotional, physical, social and intellectual health and how they can be impacted by their surroundings.
6.1.5 List ways to reduce or prevent injuries.
6.1.6 Identify how health care can promote health.
6.1.7 Identify the benefits of practicing healthy behaviors.
HEALTH & WELLNESS: Students will demonstrate the ability to access valid information and products and services to enhance health.
6.3 Accessing valid health information and health-promoting products and services is critical in the prevention, early detection and treatment of health problems. This standard focuses on how to identify and access valid health resources and to reject unproven sources. Applying the skills of analysis, comparison and evaluation of health resources empowers students to achieve health literacy. Students identify valid health information, health-promoting products, and services to prevent and detect health problems.
6.3.3 List the accessibility of health-related products.
6.3.4 Recognize circumstances that may require professional health services.
6.3.5 Find valid and reliable health services.
HEALTH & WELLNESS: Students will demonstrate the ability to advocate for personal, family and community health.
6.8 Advocacy skills help students promote healthy norms and healthy behaviors. This standard helps students develop important skills to target their health enhancing messages and to encourage others to adopt healthy behaviors. Students assess valid information and opinions about health issues. Students demonstrate skills to encourage others to adopt health-enhancing behaviors.
6.8.1 State a health position and support it with accurate information.
6.8.2 Show how to support others to make positive health choices.
6.8.3 Plan with others to advocate for healthy individuals.
The project described is supported by Science Education Partnership Award (SEPA) from the National Center for Research Resources (NCRR), a component of the National Institutes of Health (NIH). Its contents are solely the responsibility of the authors and do not necessarily represent the official views of NCRR or NIH.