Mark Beggs Staff Photo
Subjects Taught
Science

Education


I am a graduate of Tazewell High School in Tazewell, Virginia. I attained a Bachelor of Science degree in Education from Bluefield State College in Bluefield, West Virginia.



Experience

I am in my 17th year of teaching. I have spent all 17 years at Surgoinsville Middle School.



Bio

I live in Church Hill with my wife Dr. Karen Davis-Beggs and my beautiful daughter Avalon Elizabeth. I love spending time in the outdoors.

Curriculum Map for 6th Grade Science

SPI/Description

Learning Goals

Vocabulary

Resources

Unit: Scientific Inquiry   /     First 9-Weeks

Embedded Inquiry

SPI 0607.Inq.1 Design a simple experimental procedure with an identified control and appropriate variables.

SPI 0607.Inq.2 Select tools and procedures needed to conduct a moderately complex experiment.

SPI 0607.Inq.3 Interpret and translate data in a table, graph, or diagram.

SPI 0607.Inq.4 Draw a conclusion that establishes a cause and effect relationship supported by evidence.

SPI 0607.Inq.5 Identify a faulty interpretation of data that is due to bias or experimental error.

 

 

 

Embedded Technology and Engineering

SPI 0607.T/E.1 Identify the tools and procedures needed to test the design features of a prototype.

SPI 0607.T/E.2 Evaluate a protocol to determine if the engineering design process was successfully applied.

SPI 0607.T/E.3 Distinguish between the intended benefits and the unintended consequences of a new technology.

SPI 0607.T/E.4 Differentiate between adaptive and assistive engineered products (e.g. food, biofuels, medicines, integrated pest management).

 

*** Students need to review this Unit at the beginning of the school year and then embed the SPI’s in other Units during the school year.

 

-Describe three methods of an investigation.

-Identify benefits of Science in the

world around you.

-Describe jobs that use Science.

-Identify the steps used in Scientific

methods.

-Formulate testable Hypothesis.

-Explain how Scientific Methods are used to answer questions and

solve problems.

-Describe how Models are used to

represent the natural world.

-Identify three types of Scientific

Models.

-Describe Theories and Laws.

-Explain how Science, Technology,

Engineering, and Mathematics are related.

-Identify ways that Technology

responds to Social, Political, and

Economic Needs.

-Explain the Engineering Design Process for developing New

Technologies.

-Describe Technology in terms of

its Intended Benefits and

Unintended Consequences.

-Identify tools used to collect and analyze data.

-Explain importance of Metric

System.

-Identify the appropriate units to

use for particular measurements

-Identify safety symbols.

Primary Vocabulary:

Adaptive BioengineeringAssistive Bioengineering

Bias

Bioengineering

Control Variable

Dependent Variable

Hypothesis

Independent Variable

Prototype

Scientific Law

Scientific Method

Scientific Theory

Variable

 

Secondary Vocabulary:

Data

Engineering

Graduated Cylinder

Meter stick

Model

Observation

Science

Spring Scale

Stopwatch

Technology

Thermometer

Triple-Beam Balance

 

Please preview before use

Science Inquiry

 

Measurements

 

Measurement Interactive

 

Create Graph

 

Scientific Method Activity

 

Engineering Design Process

 

Experimental Controls and Variables

 

How Science Works Powerpoints

 

 

 

Curriculum Map for 6th Grade Science

SPI/Description

Learning Goals

Vocabulary

Resources

Unit: Interdependence   /     First 9-Weeks

Interdependence

SPI 0607.2.1 Classify organisms as producers, consumers, scavengers, or decomposers according to their role in a food chain or food web.

SPI 0607.2.2 Interpret how materials and energy are transferred through an ecosystem.

SPI 0607.2.3 Identify the biotic and abiotic elements of the major biomes.

SPI 0607.2.4 Identify the environmental conditions and interdependencies among organisms found in the major biomes.

 

 

**** Remember ****     The Inquiry and Technology/Engineering Standards are Embedded into your Curriculum all Year.

 

-Identify the sun as the ultimate source of energy.

- Classify abiotic and biotic elements in a given ecosystem.

-Describe the amount of energy available to organisms at various positions in food webs, chains and the energy pyramid.

-Examine the roles of consumers, producers, and decomposers in a biological community.

-Compare and contrast the different methods used by organisms to obtain nutrition in a biological community.

-Describe how matter and energy are transferred through an ecosystem.

-Create a graphic organizer that illustrates how biotic and abiotic elements of an environment interact.

-Draw conclusions from data about interactions between the biotic and abiotic elements of a particular environment.

-Use a food web or energy pyramid to demonstrate the interdependence of organisms within a specific biome.

-Analyze the environments and the interdependence among organisms found in the world’s major biomes.

-Describe the adaptations of living things in the world’s biomes.

-Create presentations to illustrate differences among the world’s major biomes.

 

 

Primary Vocabulary:

Abiotic

Biotic

Photosynthesis

Glucose

Sunlight

Carbon Dioxide

Carnivore

Omnivore

Herbivore

Producer

Consumer

Decomposer

Scavenger

Predator/ Prey

Food Chain

Food Web

Energy pyramid

Biome

Tundra

Coniferous

Deciduous

Grassland

Savanna

Tropical Rainforest

Desert

Marine

 

Secondary Vocabulary:

Biosphere

Population

Ecosystem

Ecology

Adaptation

Community

Autotroph

Heterotroph

 

 

Please preview before use

World Biomes

 

Prairie Biome

 

Grassland Biome

 

Interactive Prairie

 

Biomes/World

 

Ocean Video

 

Another Ocean Video

 

Analyzing Abiotic/Biotic

 

Build Food Web

 

Food Fight

 

Decomposer Video

 

Build Food Webs

 

Ecosystem Concentration

 

Ecosystem Unit

 

Food Webs

 

Fun With Food Webs  

 

Energy Pyramids

 

Decomposers 

 

Pond Food Web 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Curriculum Map for 6th Grade Science

SPI/Description

Learning Goals

Vocabulary

Resources

Unit: Atmosphere   /     First 9-Weeks

Atmosphere -Convection and Wind

SPI 0607.8.1 Analyze data to identify events associated with heat convection in the atmosphere.

SPI 0607.8.2 Recognize the connection between the sun’s energy and the wind.

 

 

**** Remember ****     The Inquiry and Technology/Engineering Standards are Embedded into your Curriculum all Year.

 

-Identify and understand events that take place due to heat convection in the atmosphere.

-Identify the sun as source of wind energy.

- Explain how the earth is heated unevenly by the sun.

-Recognize how convection currents in the atmosphere produce wind.

-Describe how the sun’s energy produces the wind.

-Understand how the coriolis effect influences wind patterns.

-Design and conduct experiment to investigate differences in the amount of the sun’s energy absorbed by a variety of surface materials.

-Design and conduct an investigation to determine how the sun drives atmospheric convection.

 

 

Primary Vocabulary:

Conduction

Convection

Radiation

Water Cycle

Uneven Heating

Westerlies

Trade Winds

Polar Easterlies

Coriolis

Air Pressure

Global Winds

Anemometer

Isobars

Sea Breeze

Land Breeze

 

Secondary Vocabulary:

Density

Doldrums

Horse Latitudes

Clouds

Rain

Storms

Please preview before use

Heating Earth

 

Sea and Land Breeze

 

Wind/Coriolis

 

Local Wind animations

 

Wind experiment

 

El Niño

 

Global Wind Animation

 

Earth Moving Heat Animation

 

Global Wind Video

 

More Wind Links

 

 

 

Curriculum Map for 6th Grade Science

SPI/Description

Learning Goals

Vocabulary

Resources

Unit: Atmosphere   /     Second 9-Weeks

Atmosphere – Ocean Currents and Weather

SPI 0607.8.3 Describe how temperature differences in the ocean account for currents.

SPI 0607.8.4 Interpret meteorological data to make predictions about the weather.

 

**** Remember ****     The Inquiry and Technology/Engineering Standards are Embedded into your Curriculum all Year.

 

-Explain three ways deep density currents form at various areas of the ocean.

-Investigate the relationship between currents and oceanic temperature differences.

-Design an experiment to demonstrate how ocean currents are associated with the sun’s energy.

-Analyze ocean temperature data to demonstrate how these conditions affect the weather in nearby land masses.

-Interpret data found on ocean current maps.

-Describe climates around the world using an ocean current map.

-Analyze meteorological data to predict weather conditions.

-Describe the atmospheric changes that occur due to fronts and pressure systems.

-Identify weather conditions associated with weather fronts and pressure systems.

-Use data collected from instruments such as a barometer, thermometer, psychrometer, and anemometer to describe local weather conditions

 

 

 

 

 

 

Primary Vocabulary:

Convection

Surface Currents

Deep Currents(density)

Global winds

Continental Deflection

Coriolis

Warm Currents

Cold Currents

Air Mass

Cold Front (storm front)

Warm Front

Stationary front

Occluded front

Air Pressure

High Pressure (anticyclone)

Low pressure (cyclone)

Barometer

Humidity

Relative Humidity

Clouds

Cumulonimbus

 

Secondary Vocabulary:

Friction

Density

Upwelling

Radiation

Gulf Stream

California Current

Temperature

Isotherms

Global Winds

Jet Streams

Water cycle

Please preview before use

Ocean Current Animations

 

What Causes Gulf Stream

 

Ocean Currents and Nike?

 

Surface Currents Explained

 

Ocean Currents and Climate Video

 

Weather for Kids 1

 

Weather for Kids 2

 

Study Jams Weather

 

Edheads Weather

 

Wild Weather Adventure

 

Weather Learning

 

Weather Links

 

Curriculum Map for 6th Grade Science

SPI/Description

Learning Goals

Vocabulary

Resources

Unit: Earth, Sun, and Moon /     Second 9-Weeks

Earth, Sun, and Moon

SPI 0607.6.3 Distinguish among a day, lunar cycle, and year based on the movements of the earth, sun, and moon.

SPI 0607.6.4 Explain the different phases of the moon using a model of the earth, moon, and sun.

SPI 0607.6.5 Predict the types of tides that occur when the earth and moon occupy various positions.

SPI 0607.6.6 Use a diagram that shows the positions of the earth and sun to explain the four seasons.

SPI 0607.6.7 Explain the difference between a solar and a lunar eclipse.

 

**** Remember ****     The Inquiry and Technology/Engineering Standards are Embedded into your Curriculum all Year.

 

-Draw diagrams to explain given amounts of time. (Ex. Year,14 days,6 months)

-Diagram and explain how the moon seems to change shape during the lunar cycle.

-Name the moon phase when given shape. (waning crescent = C shape)

-Predict the moon phase when give diagrams.

- Investigate and model how the earth, sun, and moon are responsible for a day, lunar cycle, and year.

-Explain why the positions of the earth, moon, and sun were used to develop calendars and clocks.

- Illustrate the positions of the earth, moon, and sun during specific tidal conditions.

-Describe tidal conditions when given a moon phase.

- Diagram the relationship of the earth and sun that accounts for the seasons.

- Model the positions of the earth, moon, and sun during solar and lunar eclipses.

-Know that eclipses only occur on new and full moon.

Primary Vocabulary:

Rotation

Revolution

Orbit

Day

Night

Lunar cycle (month)

Year

Waxing

Waning

New

Full

Quarter moon

Crescent

Gibbous

High

Low

Spring

Neap

Tilt

Winter

Spring

Summer

Fall

Equinox

Solstice

Eclipse

Solar eclipse

Lunar eclipse

Total eclipse

Partial eclipse

 

Please preview before use

Lunar Cycle Animation

 

Moon Challenge

 

Moon race

 

Oreo Moon Phase Act.

 

Moon Phase Links

 

Tides animation

 

NOAA Tides

 

Earth Sun Moon Simulation Links

 

Season Simulation

 

Seasons Interactive

 

Study Jams Seasons

 

 

Curriculum Map for 6th Grade Science

SPI/Description

Learning Goals

Vocabulary

Resources

Unit: Space/     Second 9-Weeks

Space

SPI 0607.6.1 Use data to draw conclusions about the major components of the universe.

 

SPI 0607.6.2 Explain how the relative distance of objects from the earth affects how they appear.

 

**** Remember ****     The Inquiry and Technology/Engineering Standards are Embedded into your Curriculum all Year.

 

-Compare and contrast planets, moons, asteroids, meteors, and comets, solar systems, galaxies, and universe.

-Construct a model of the solar system showing accurate positional relationships and relative distances

- Identify the major components of the universe.

-Analyze information about the major components of the universe

-Use data to draw conclusions about the major components of the universe.

-Describe the relative distance of objects in the solar system from earth.

-Describe why some objects in the sky are much larger than they appear.

-Construct a model of the solar system showing accurate positional relationships and relative distances.

 

 

 

Primary Vocabulary:

Planet

Inner planets

Outer planets

Jovian

Terrestrial

Moon

Satellite

Asteroid

Comet

Meteor, Meteorite, Meteoroid

Solar system

Galaxy

Universe

Mile and Km

Light Minute

Light Year

Astronomical Unit

 

Secondary Vocabulary:

Spiral

Irregular

Elliptical

Galactic year

Please preview before use

Kids Astonomy

 

Oreo Moon Phase Act.

 

Moon Phase Links

 

Meteors Page

 

NASA Lessons

 

Gravity for Kids

 

Gravity Lesson

 

Science Kids

 

Planet Size Video

 

Scale Model Calculator

 

Hammer and Feather experiment

 

Galileo Experiments

 

Another Gravity Exp.

 

Curriculum Map for 6th Grade Science

SPI/Description

Learning Goals

Vocabulary

Resources

Unit: Energy   /     Third 9-Weeks

Energy

SPI 0607.10.1 Distinguish among gravitational potential energy, elastic potential energy, and chemical potential energy.

SPI 0607.10.2 Interpret the relationship between potential and kinetic energy.

SPI 0607.10.3 Recognize that energy can be transformed from one type to another.

SPI 0607.10.4 Explain the Law of Conservation of Energy using data from a variety of energy transformations.

 

 

**** Remember ****     The Inquiry and Technology/Engineering Standards are Embedded into your Curriculum all Year.

 

-Compare potential and kinetic energy.

-Compare and contrast the three forms of potential energy.

-Create a poster to describe various forms of potential energy

-Analyze other types of energy

-Explain the principles underlying the Law of Conservation of Energy

-Design a model that demonstrates a specific energy transformation.

-Explain why a variety of energy transformations illustrate the Law of Conservation of Energy.

 

 

Primary Vocabulary:

Energy

Kinetic Energy

Mass

Speed

Potential Energy

Gravitational Potential

Elastic Potential

Chemical Potential

Mechanical Energy

Energy Transformation

Law of Conservation of  

Energy

 

Secondary Vocabulary:

Thermal Energy

Light Energy

Sound Energy

Electrical Energy

Nuclear Energy

 

Please preview before use

All About Energy

 

3 Forms of Potential

 

Kids Energy Page

 

Energyquest

 

Transforming Energy Lesson

 

All About Energy

 

Energy sources

 

Heat Energy Games

 

Energy Forms

 

Potential/kinetic Clip

 

Mr. Parr Conservation Song

 

Coaster Creator