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SC.6.E.EARTH SCIENCE: EARTH’S WEATHER AND CLIMATE
EARTH SCIENCE: EARTH’S WEATHER AND CLIMATE
6.E.2. The student will demonstrate an understanding of the interactions within Earth’s systems (flow of energy) that regulate weather and climate.6.E.2A. Conceptual Understanding: Earth’s atmosphere, an envelope of gases that surround the planet, makes conditions on Earth suitable for living things and influences weather. Water is always moving between the atmosphere (troposphere) and the surface of Earth Students who demonstrate this understanding can:6.E.2A.1. Develop and use models to exemplify the properties of the atmosphere (including the gases, temperature and pressure differences, and altitude changes) and the relative scale in relation to the size of Earth.
6.E.2A.2. Critically analyze scientific arguments based on evidence for and against how different phenomena (natural and human induced) may contribute to the composition of Earth’s atmosphere.Quiz, Flash Cards, Worksheet, Game Minerals
6.E.2A.3. Construct explanations of the processes involved in the cycling of water through Earth’s systems (including transpiration, evaporation, condensation and crystallization, precipitation, and downhill flow of water on land).
6.E.2B. Conceptual Understanding: The complex patterns of changes and movement of water in the atmosphere determined by winds, landforms, ocean temperatures and currents, and convection are major determinants of local weather patterns and climate. Technology has Students who demonstrate this understanding can:6.E.2B.1. Analyze and interpret data from weather conditions (including wind speed and direction, air temperature, humidity, cloud types, and air pressure), weather maps, satellites, and radar to predict local weather patterns and conditions.
6.E.2B.2. Develop and use models to explain how relationships between the movement and interactions of air masses, high and low pressure systems, and frontal boundaries result in weather conditions and storms (including thunderstorms, hurricanes and tornadoes).
6.E.2B.3. Develop and use models to represent how solar energy and convection impact Earth’s weather patterns and climate conditions (including global winds, the jet stream, and ocean currents).
6.E.2B.4. Construct explanations for how climate is determined in an area (including latitude, elevation, shape of the land, distance from water, global winds, and ocean currents).
SC.6.L.LIFE SCIENCE: DIVERSITY OF LIFE-CLASSIFICATION AND ANIMALS
LIFE SCIENCE: DIVERSITY OF LIFE-CLASSIFICATION AND ANIMALS
6.L.4. The student will demonstrate an understanding of how scientists classify organisms and how the structures, processes, behaviors, and adaptations of animals allow them to survive.6.L.4A. Conceptual Understanding: Life is the quality that differentiates living things (organisms) from nonliving objects or those that were once living. All organisms are made up of cells, need food and water, a way to dispose of waste, and an environment in wh Students who demonstrate this understanding can:6.L.4A.1. Obtain and communicate information to support claims that living organisms (1) obtain and use resources for energy, (2) respond to stimuli, (3) reproduce, and (4) grow and develop.Quiz, Flash Cards, Worksheet, Game Meiosis
6.L.4A.2. Develop and use models to classify organisms based on the current hierarchical taxonomic structure (including the kingdoms of protists, plants, fungi, and animals).
6.L.4B. Conceptual Understanding: The Animal Kingdom includes a diversity of organisms that have many characteristics in common. Classification of animals is based on structures that function in growth, reproduction, and survival. Animals have both structural and Students who demonstrate this understanding can:6.L.4B.1. Analyze and interpret data related to the diversity of animals to support claims that all animals (vertebrates and invertebrates) share common characteristics.
6.L.4B.2. Obtain and communicate information to explain how the structural adaptations and processes of animals allow for defense, movement, or resource obtainment.
6.L.4B.3. Construct explanations of how animal responses (including hibernation, migration, grouping, and courtship) to environmental stimuli allow them to survive and reproduce.
6.L.4B.4. Obtain and communicate information to compare and classify innate and learned behaviors in animals.
6.L.5. The student will demonstrate an understanding of the structures, processes, and responses that allow protists, fungi, and plants to survive and reproduce.6.L.5A. Conceptual Understanding: The Protist Kingdom is one of the most diverse groups and includes organisms that have characteristics similar to but are not classified as plants, animals, or fungi. These microorganisms live in moist environments and vary in ho Students who demonstrate this understanding can:6.L.5A.1. Analyze and interpret data from observations to compare how the structures of protists (including euglena, paramecium, and amoeba) and fungi allow them to obtain energy and explore their environment.
6.L.5A.2. Analyze and interpret data to describe how fungi respond to external stimuli (including temperature, light, touch, water, and gravity).
6.L.5B. Conceptual Understanding: The Plant Kingdom consists of organisms that primarily make their own food (autotrophs) and are commonly classified based on internal structures that function in the transport of food and water. Plants have structural and behavio Students who demonstrate this understanding can:6.L.5B.1. Construct explanations of how the internal structures of vascular and nonvascular plants transport food and water.
6.L.5B.2. Analyze and interpret data to explain how the processes of photosynthesis, respiration, and transpiration work together to meet the needs of plants.
6.L.5B.3. Develop and use models to compare structural adaptations and processes that flowering plants use for defense, survival and reproduction.
6.L.5B.4. Plan and conduct controlled scientific investigations to determine how changes in environmental factors (such as air, water, light, minerals, or space) affect the growth and development of a flowering plant.
6.L.5B.5. Analyze and interpret data to describe how plants respond to external stimuli (including temperature, light, touch, water, and gravity).
SC.6.L.LIFE SCIENCE: DIVERSITY OF LIFE-PROTISTS, FUNGI AND PLANTS
LIFE SCIENCE: DIVERSITY OF LIFE-PROTISTS, FUNGI AND PLANTS
6.L.4. The student will demonstrate an understanding of how scientists classify organisms and how the structures, processes, behaviors, and adaptations of animals allow them to survive.6.L.4A. Conceptual Understanding: Life is the quality that differentiates living things (organisms) from nonliving objects or those that were once living. All organisms are made up of cells, need food and water, a way to dispose of waste, and an environment in wh Students who demonstrate this understanding can:6.L.4A.1. Obtain and communicate information to support claims that living organisms (1) obtain and use resources for energy, (2) respond to stimuli, (3) reproduce, and (4) grow and develop.Quiz, Flash Cards, Worksheet, Game Meiosis
6.L.4A.2. Develop and use models to classify organisms based on the current hierarchical taxonomic structure (including the kingdoms of protists, plants, fungi, and animals).
6.L.4B. Conceptual Understanding: The Animal Kingdom includes a diversity of organisms that have many characteristics in common. Classification of animals is based on structures that function in growth, reproduction, and survival. Animals have both structural and Students who demonstrate this understanding can:6.L.4B.1. Analyze and interpret data related to the diversity of animals to support claims that all animals (vertebrates and invertebrates) share common characteristics.
6.L.4B.2. Obtain and communicate information to explain how the structural adaptations and processes of animals allow for defense, movement, or resource obtainment.
6.L.4B.3. Construct explanations of how animal responses (including hibernation, migration, grouping, and courtship) to environmental stimuli allow them to survive and reproduce.
6.L.4B.4. Obtain and communicate information to compare and classify innate and learned behaviors in animals.
6.L.5. The student will demonstrate an understanding of the structures, processes, and responses that allow protists, fungi, and plants to survive and reproduce.6.L.5A. Conceptual Understanding: The Protist Kingdom is one of the most diverse groups and includes organisms that have characteristics similar to but are not classified as plants, animals, or fungi. These microorganisms live in moist environments and vary in ho Students who demonstrate this understanding can:6.L.5A.1. Analyze and interpret data from observations to compare how the structures of protists (including euglena, paramecium, and amoeba) and fungi allow them to obtain energy and explore their environment.
6.L.5A.2. Analyze and interpret data to describe how fungi respond to external stimuli (including temperature, light, touch, water, and gravity).
6.L.5B. Conceptual Understanding: The Plant Kingdom consists of organisms that primarily make their own food (autotrophs) and are commonly classified based on internal structures that function in the transport of food and water. Plants have structural and behavio Students who demonstrate this understanding can:6.L.5B.1. Construct explanations of how the internal structures of vascular and nonvascular plants transport food and water.
6.L.5B.2. Analyze and interpret data to explain how the processes of photosynthesis, respiration, and transpiration work together to meet the needs of plants.
6.L.5B.3. Develop and use models to compare structural adaptations and processes that flowering plants use for defense, survival and reproduction.
6.L.5B.4. Plan and conduct controlled scientific investigations to determine how changes in environmental factors (such as air, water, light, minerals, or space) affect the growth and development of a flowering plant.
6.L.5B.5. Analyze and interpret data to describe how plants respond to external stimuli (including temperature, light, touch, water, and gravity).
SC.6.P.PHYSICAL SCIENCE: ENERGY TRANSFER AND CONSERVATION
PHYSICAL SCIENCE: ENERGY TRANSFER AND CONSERVATION
6.P.3. The student will demonstrate an understanding of the properties of energy, the transfer and conservation of energy, and the relationship between energy and forces.6.P.3A. Conceptual Understanding: Energy manifests itself in multiple forms, such as mechanical (kinetic energy and potential energy), electrical, chemical, radiant (solar), and thermal energy. According to the principle of conservation of energy, energy cannot b Students who demonstrate this understanding can:6.P.3A.1. Analyze and interpret data to describe the properties and compare sources of different forms of energy (including mechanical, electrical, chemical, radiant, and thermal).
6.P.3A.2. Develop and use models to exemplify the conservation of energy as it is transformed from kinetic to potential (gravitational and elastic) and vice versa.
6.P.3A.3. Construct explanations for how energy is conserved as it is transferred and transformed in electrical circuits.
6.P.3A.4. Develop and use models to exemplify how magnetic fields produced by electrical energy flow in a circuit is interrelated in electromagnets, generators, and simple electrical motors.
6.P.3A.5. Develop and use models to describe and compare the directional transfer of heat through convection, radiation, and conduction.
6.P.3A.6. Design and test devices that minimize or maximize heat transfer by conduction, convection, or radiation.
6.P.3B. Conceptual Understanding: Energy transfer occurs when two objects interact thereby exerting force on each other. It is the property of an object or a system that enables it to do work (force moving an object over a distance). Machines are governed by this Students who demonstrate this understanding can:6.P.3B.1. Plan and conduct controlled scientific investigations to provide evidence for how the design of simple machines (including levers, pulleys, inclined planes) helps transfer mechanical energy by reducing the amount of force required to do work.
6.P.3B.2. Design and test solutions that improve the efficiency of a machine by reducing the input energy (effort) or the amount of energy transferred to the surrounding environment as it moves an object.
SC.6.S.SCIENCE AND ENGINEERING PRACTICES
SCIENCE AND ENGINEERING PRACTICES
6.S.1. The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content.6.S.1A. Conceptual Understanding: The practices of science and engineering support the development of science concepts, develop the habits of mind that are necessary for scientific thinking, and allow students to engage in science in ways that are similar to thos Students who demonstrate this understanding can:6.S.1A.1. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims.
6.S.1A.2. Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others.Quiz, Flash Cards, Worksheet, Game Meiosis
6.S.1A.3. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use approprQuiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Rocks Quiz, Flash Cards, Worksheet, Game Sound
6.S.1A.4. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, expQuiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Rocks Quiz, Flash Cards, Worksheet, Game Sound
6.S.1A.5. Use mathematical and computational thinking to (1) use and manipulate appropriate metric units, (2) collect and analyze data, (3) express relationships between variables for models and investigations, or (4) use grade-level appropriate statistics to analy
6.S.1A.6. Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrQuiz, Flash Cards, Worksheet, Game Sound
6.S.1A.8. Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conveQuiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Rocks Quiz, Flash Cards, Worksheet, Game Sound
SC.CC.RST.6-8.Reading Standards for Literacy in Science and Technical Subjects
Reading Standards for Literacy in Science and Technical Subjects
Integration of Knowledge and IdeasRST.6-8.7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Meiosis
RST.6-8.9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
Craft and StructureRST.6-8.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Meiosis Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Mitosis Quiz, Flash Cards, Worksheet, Game Rocks Quiz, Flash Cards, Worksheet, Game Sound
SC.CC.WHST.6-8.Writing Standards for Literacy in Science and Technical Subjects
Writing Standards for Literacy in Science and Technical Subjects
Production and Distribution of WritingWHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Quiz, Flash Cards, Worksheet, Game Sound
Text Types and PurposesWHST.6-8.1. Write arguments focused on discipline-specific content.WHST.6-8.1(e) Provide a concluding statement or section that follows from and supports the argument presented.Quiz, Flash Cards, Worksheet, Game Sound
WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.WHST.6-8.2(a) Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when usefu
WHST.6-8.2(b) Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
WHST.6-8.2(c) Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
WHST.6-8.2(d) Use precise language and domain-specific vocabulary to inform about or explain the topic.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Meiosis Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Mitosis Quiz, Flash Cards, Worksheet, Game Rocks Quiz, Flash Cards, Worksheet, Game Sound
WHST.6-8.2(f) Provide a concluding statement or section that follows from and supports the information or explanation presented.Quiz, Flash Cards, Worksheet, Game Sound