6th Grade Common Core Science
Students will have the opportunity to integrate their science skills into other areas of the curriculum. Mathematics will be integrated into data collection for investigations. Writing skills will be major focus using the Common Core Standard for Language Arts as the basis of accountability. The rigor of awareness, investigation, and learning are focused on by having students explain the process of how science occurs within the spectrum of topics designated for 6th grade science.
In September, the syllabus/supply list will be available on-line as well as in the classroom. kkj
In September, the syllabus/supply list will be available on-line as well as in the classroom. kkj
What Students Learn in Sixth Grade
The science curriculum in sixth grade emphasizes the study of earth sciences. The standards in sixth grade present many of the foundations of geology and geophysics, including plate tectonics and earth structure, topography, and energy. The material is linked to resource management and ecology, building on what students have learned in previous grades.
Sixth-grade science topics are organized into six standard sets: Plate Tectonics and Earth’s Structure, Shaping Earth’s Surface, Heat (Thermal Energy) (Physical Sciences), Energy in the Earth System, Ecology (Life Sciences), Resources, and Investigation and Experimentation. As students learn the content defined by the standards in the Life, Earth, and Physical Science strands, they are also practicing investigation and experimentation skills. That is, the investigation and experimentation standards should be infused throughout science instruction.
Plate Tectonics and Earth’s Structure
Plate tectonics is a unifying geologic theory that explains the formation of major features of Earth’s surface and important geologic events. Sixth-grade students learn about the evidence of past plate tectonic movement and about landforms and topographic features— such as volcanoes, mountains, valleys, and mid-ocean ridges— generated by plate movement. They discover that major geologic events, such as earthquakes, volcanic eruptions, and mountain building, result from plate movement and often occur at the boundaries of the plates.
Students also learn that Earth is composed of three distinct layers: the lithosphere, the mantle, and the core. They understand that the flow of heat and material within Earth drive
the movement of lithospheric plates, and they apply an understanding of plate tectonics to explain the major features of California geology.
Students study earthquakes in some detail and understand that the effects of an earthquake on a region may vary depending on the size of the earthquake, the distance between the region and the earthquake’s epicenter, the local geology, and the type of construction in the region.
Shaping Earth’s Surface
Surface water flow, glaciers, wind, and ocean waves all contribute to the continual reshaping of the surface of the land. Students study in greater depth the processes that help shape the landscape, including mechanical and chemical weathering and erosion. They understand that flowing water transports sediment and that the final destination for this sediment is usually the ocean.
Students also learn that events such as earthquakes, volcanic eruptions, landslides, and floods can change human and wildlife habitats and that decisions regarding construction and human habitation should take into account the types of geologic events likely to occur in a given area.
6.54 October 2011 Edition
Heat (Thermal Energy) (Physical Sciences)
Students learn that heat moves in a predictable flow from warmer objects to cooler objects until all objects are the same temperature. They learn that energy may be carried from one place to another by heat flow (the transfer of energy from a warmer object to a cooler object), by waves (water, light, and sound), or by moving objects.
Students understand that when fuel is consumed, most of the energy released becomes heat energy. They begin to build an understanding of the kinetic molecular theory of heat transfer and know that heat flows in solids by conduction and in fluids by conduction and convection. In either case, heat transfer is measured by changes in temperature. Students also discover that heat energy may be transferred between objects by radiation: the emission and absorption of electromagnetic waves.
Energy in the Earth System
The Sun is the primary source of energy for phenomena on Earth’s surface; students discover that it powers winds, ocean currents, and the water cycle. They understand that solar energy, mostly in the form of light, reaches Earth through radiation. Students learn that convection currents distribute heat in the atmosphere and oceans and revisit the concept that differences in pressure, heat, air movement, and humidity all result in changes of weather. They also learn that although heat from Earth’s interior moves toward the cooler surface, very little is transferred due to the poor conductivity of rock. The small amount of heat that does reach the surface and the atmosphere is transferred through convection.
Ecology (Life Sciences)
Students deepen their understanding of the relationships between the living organisms in an ecosystem, exploring the transfer of heat and matter in dynamic systems. They know that energy enters an ecosystem as sunlight, is transferred into chemical energy by producers, and is then transferred from one organism to another. This transfer may be represented by a food web. Students know that populations of organisms can be categorized by their functions in the ecosystem (producers; primary, secondary, and tertiary consumers; decomposers; and scavengers) and that different types of organisms may play similar roles in similar biomes. They also learn that the number and types of organisms supported by an ecosystem depend on the resources available and abiotic factors, such as light, water, temperature, and soil composition.
Resources
Students study sources of energy and materials and understand that these resources differ in amounts, distribution, usefulness, and the time required for their formation. They classify resources as renewable or nonrenewable. They consider the factors that are involved in converting energy sources to useful forms as well as the consequences of the conversion process and develop the concept of nonmonetary costs of energy. Students also learn more about the natural origins of commonly used goods and consider the complexities involved in creating them and making them available.
Investigation and Experimentation
Students study sources of energy and materials and understand that these resources differ in amounts, distribution, usefulness, and the time required for their formation.
In the context of activities that support mastery of the science content standards, sixth-grade students learn to formulate a hypothesis for the first time. They build upon all of their prior experiences with investigation and experimentation to select and use appropriate tools and technology (including calculators, computers, balances,
6.55 October 2011 Edition
spring scales, microscopes, and binoculars) to perform tests, collect data, and display data. They develop qualitative statements about relationships between variables and use written reports and oral presentations to communicate their work and the results. They learn to read topographic and geologic maps and can interpret events by sequence and time from natural phenomena (e.g., the relative ages of rocks and intrusions).
The Education and the Environment Initiative
Sixth-grade science instruction continues to build environmental literacy as students better understand how they influence the environment and how it influences them. The following sixth-grade units from the Education and the Environment Initiative (EEI) Curriculum can be used to provide instruction in the science standards listed below.
For more information about EEI instructional units, visit the California Environmental Protection Agency Web page at http://www.californiaeei.org/ (Outside Source).
Grade Six
Standard Number
Standard Text
EEI Curriculum Unit Name
6.2.b
Students know rivers and streams are dynamic systems that erode, transport sediment, change course, and flood their banks in natural and recurring patterns.
The Dynamic Nature of Rivers
6.5.c
Students know populations of organisms can be categorized by the functions they serve in an ecosystem.
Energy: Pass it On!
6.5.d
Students know different kinds of organisms may play similar ecological roles in similar biomes.
Playing the Same Role
6.6.a
Students know the utility of energy sources is determined by factors that are involved in converting these sources to useful forms and the consequences of the conversion process.
Energy: It’s Not All the Same To You!
6.6.b
Students know different natural energy and material resources, including air, rocks, minerals, petroleum, fresh water, wildlife, and forests, and know how to classify them as renewable or nonrenewable.
Energy and Material Resources: Renewable or Not?
6.6.c
Students know the natural origin of the materials used to make common objects.
Made From Earth: How Natural Resources Become Things We Use
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October 2011 Edition
Science Across the Content Areas
The sixth-grade science standards are readily integrated with other academic content standards. For example, in mathematics, students collect, categorize and analyze data using graphs or charts. These skills are paralleled in, and reinforced by, the study of science. Students read, write, and discuss expository texts and develop written and oral language skills as they record observations, participate in research activities, and engage in discussions about science topics.
In 2010, California adopted Common Core State Standards (CCSS), including standards for literacy in science. These standards do not replace the science content standards, but supplement them by setting specific requirements for reading and writing informational texts, including science documents. For kindergarten through grade five, the literacy standards are embedded into the standards for English language arts. However, for grades six through twelve, the standards for reading and writing in science are included in a separate section of the document, reinforcing the expectation that developing student proficiency in reading and writing across the content areas is a responsibility shared by all members of a school community.
The standards for literacy in science emphasize the need for students to be proficient in reading complex informational text and writing clear explanatory text. Across the content areas, students learn to use specific textual evidence to support analysis of text and compare and contrast information from different sources. They are expected to conduct research projects to answer a specific question, determine the meaning of domain- specific words as they are used in a specific scientific context, and write consistently within both short and extended time frames. Refer to the English language arts section for more information about the CCSS for sixth grade.
Support for English Learners
All students, regardless of English language proficiency, should have access to high-quality science instruction. With its focus on domain-specific vocabulary acquisition and utilization of hands-on, collaborative activities, a balanced sixth-grade science program provides many opportunities for English-language development (ELD). However, science instruction may still present challenges for some English learners. Specific challenges include learning science-related terms and academic vocabulary. Directions may be complex and contain multiple steps. Visual information may not be easily comprehensible.
Some strategies that may help students understand new science concepts and processes include connecting to students’ background knowledge, experiences, and familiar terminology; focusing on key science terms before, during, and after a lesson; and utilizing different formats (e.g., charts, graphs, pictures).
Students benefit from clear and consistent classroom routines, group or peer interaction to share information, processes, and activities that are relevant and meaningful. ELD is especially enhanced by (1) opportunities for structured conversations about content and concepts; (2) modeling of the appropriate use of equipment; and (3) an adequate amount of wait time for student response.
6.57 October 2011 Edition
The Standards
The following sixth-grade science content standards were adopted by the California State Board of Education on October 9, 1998.
Science Content Standards
Grade Six
Focus on Earth Sciences
Plate Tectonics and Earth’s Structure
1.
Plate tectonics accounts for important features of Earth's surface and major geologic events. As a basis for understanding this concept:
1.a.
Students know evidence of plate tectonics is derived from the fit of the continents; the location of earthquakes, volcanoes, and midocean ridges; and the distribution of fossils, rock types, and ancient climatic zones.
1.b.
Students know Earth is composed of several layers: a cold, brittle lithosphere; a hot, convecting mantle; and a dense, metallic core.
1.c.
Students know lithospheric plates the size of continents and oceans move at rates of centimeters per year in response to movements in the mantle.
1.d.
Students know that earthquakes are sudden motions along breaks in the crust called faults and that volcanoes and fissures are locations where magma reaches the surface.
1.e.
Students know major geologic events, such as earthquakes, volcanic eruptions, and mountain building, result from plate motions.
1.f.
Students know how to explain major features of California geology (including mountains, faults, volcanoes) in terms of plate tectonics.
1.g.
Students know how to determine the epicenter of an earthquake and know that the effects of an earthquake on any region vary, depending on the size of the earthquake, the distance of the region from the epicenter, the local geology, and the type of construction in the region.
Shaping Earth’s Surface
2.
Topography is reshaped by the weathering of rock and soil and by the transportation and deposition of sediment. As a basis for understanding this concept:
2.a.
Students know water running downhill is the dominant process in shaping the landscape, including California’s landscape.
2.b.
Students know rivers and streams are dynamic systems that erode, transport sediment, change course, and flood their banks in natural and recurring patterns.
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October 2011 Edition
2.c.
Students know beaches are dynamic systems in which the sand is supplied by rivers and moved along the coast by the action of waves.
2.d.
Students know earthquakes, volcanic eruptions, landslides, and floods change human and wildlife habitats.
Heat (Thermal Energy) (Physical Sciences)
3.
Heat moves in a predictable flow from warmer objects to cooler objects until all the objects are at the same temperature. As a basis for understanding this concept:
3.a.
Students know energy can be carried from one place to another by heat flow or by waves, including water, light and sound waves, or by moving objects.
3.b.
Students know that when fuel is consumed, most of the energy released becomes heat energy.
3.c.
Students know heat flows in solids by conduction (which involves no flow of matter) and in fluids by conduction and by convection (which involves flow of matter).
3.d.
Students know heat energy is also transferred between objects by radiation (radiation can travel through space).
Energy in the Earth System
4.
Many phenomena on Earth’s surface are affected by the transfer of energy through radiation and convection currents. As a basis for understanding this concept:
4.a.
Students know the sun is the major source of energy for phenomena on Earth’s surface; it powers winds, ocean currents, and the water cycle.
4.b.
Students know solar energy reaches Earth through radiation, mostly in the form of visible light.
4.c.
Students know heat from Earth’s interior reaches the surface primarily through convection.
4.d.
Students know convection currents distribute heat in the atmosphere and oceans.
4.e.
Students know differences in pressure, heat, air movement, and humidity result in changes of weather.
Ecology (Life Sciences)
5.
Organisms in ecosystems exchange energy and nutrients among themselves and with the environment. As a basis for understanding this concept:
5.a.
Students know energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis and then from organism to organism through food webs.
5.b.
Students know matter is transferred over time from one organism to others in the food web and between organisms and the physical environment.
5.c.
Students know populations of organisms can be categorized by the functions they serve in an ecosystem.
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October 2011 Edition
5.d.
Students know different kinds of organisms may play similar ecological roles in similar biomes.
5.e.
Students know the number and types of organisms an ecosystem can support depends on the resources available and on abiotic factors, such as quantities of light and water, a range of temperatures, and soil composition.
Resources
6.
Sources of energy and materials differ in amounts, distribution, usefulness, and the time required for their formation. As a basis for understanding this concept:
6.a.
Students know the utility of energy sources is determined by factors that are involved in converting these sources to useful forms and the consequences of the conversion process.
6.b.
Students know different natural energy and material resources, including air, soil, rocks, minerals, petroleum, fresh water, wildlife, and forests, and know how to classify them as renewable or nonrenewable.
6.c.
Students know the natural origin of the materials used to make common objects.
Investigation and Experimentation
7.
Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:
7.a.
Develop a hypothesis.
7.b.
Select and use appropriate tools and technology (including calculators, computers, balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and display data.
7.c.
Construct appropriate graphs from data and develop qualitative statements about the relationships between variables.
7.d.
Communicate the steps and results from an investigation in written reports and oral presentations.
7.e.
Recognize whether evidence is consistent with a proposed explanation.
7.f.
Read a topographic map and a geologic map for evidence provided on the maps and construct and interpret a simple scale map.
7.g.
Interpret events by sequence and time from natural phenomena (e.g., the relative ages of rocks and intrusions).
7.h.
Identify changes in natural phenomena over time without manipulating the phenomena (e.g., a tree limb, a grove of trees, a stream, a hillslope).
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October 2011 Edition
The science curriculum in sixth grade emphasizes the study of earth sciences. The standards in sixth grade present many of the foundations of geology and geophysics, including plate tectonics and earth structure, topography, and energy. The material is linked to resource management and ecology, building on what students have learned in previous grades.
Sixth-grade science topics are organized into six standard sets: Plate Tectonics and Earth’s Structure, Shaping Earth’s Surface, Heat (Thermal Energy) (Physical Sciences), Energy in the Earth System, Ecology (Life Sciences), Resources, and Investigation and Experimentation. As students learn the content defined by the standards in the Life, Earth, and Physical Science strands, they are also practicing investigation and experimentation skills. That is, the investigation and experimentation standards should be infused throughout science instruction.
Plate Tectonics and Earth’s Structure
Plate tectonics is a unifying geologic theory that explains the formation of major features of Earth’s surface and important geologic events. Sixth-grade students learn about the evidence of past plate tectonic movement and about landforms and topographic features— such as volcanoes, mountains, valleys, and mid-ocean ridges— generated by plate movement. They discover that major geologic events, such as earthquakes, volcanic eruptions, and mountain building, result from plate movement and often occur at the boundaries of the plates.
Students also learn that Earth is composed of three distinct layers: the lithosphere, the mantle, and the core. They understand that the flow of heat and material within Earth drive
the movement of lithospheric plates, and they apply an understanding of plate tectonics to explain the major features of California geology.
Students study earthquakes in some detail and understand that the effects of an earthquake on a region may vary depending on the size of the earthquake, the distance between the region and the earthquake’s epicenter, the local geology, and the type of construction in the region.
Shaping Earth’s Surface
Surface water flow, glaciers, wind, and ocean waves all contribute to the continual reshaping of the surface of the land. Students study in greater depth the processes that help shape the landscape, including mechanical and chemical weathering and erosion. They understand that flowing water transports sediment and that the final destination for this sediment is usually the ocean.
Students also learn that events such as earthquakes, volcanic eruptions, landslides, and floods can change human and wildlife habitats and that decisions regarding construction and human habitation should take into account the types of geologic events likely to occur in a given area.
6.54 October 2011 Edition
Heat (Thermal Energy) (Physical Sciences)
Students learn that heat moves in a predictable flow from warmer objects to cooler objects until all objects are the same temperature. They learn that energy may be carried from one place to another by heat flow (the transfer of energy from a warmer object to a cooler object), by waves (water, light, and sound), or by moving objects.
Students understand that when fuel is consumed, most of the energy released becomes heat energy. They begin to build an understanding of the kinetic molecular theory of heat transfer and know that heat flows in solids by conduction and in fluids by conduction and convection. In either case, heat transfer is measured by changes in temperature. Students also discover that heat energy may be transferred between objects by radiation: the emission and absorption of electromagnetic waves.
Energy in the Earth System
The Sun is the primary source of energy for phenomena on Earth’s surface; students discover that it powers winds, ocean currents, and the water cycle. They understand that solar energy, mostly in the form of light, reaches Earth through radiation. Students learn that convection currents distribute heat in the atmosphere and oceans and revisit the concept that differences in pressure, heat, air movement, and humidity all result in changes of weather. They also learn that although heat from Earth’s interior moves toward the cooler surface, very little is transferred due to the poor conductivity of rock. The small amount of heat that does reach the surface and the atmosphere is transferred through convection.
Ecology (Life Sciences)
Students deepen their understanding of the relationships between the living organisms in an ecosystem, exploring the transfer of heat and matter in dynamic systems. They know that energy enters an ecosystem as sunlight, is transferred into chemical energy by producers, and is then transferred from one organism to another. This transfer may be represented by a food web. Students know that populations of organisms can be categorized by their functions in the ecosystem (producers; primary, secondary, and tertiary consumers; decomposers; and scavengers) and that different types of organisms may play similar roles in similar biomes. They also learn that the number and types of organisms supported by an ecosystem depend on the resources available and abiotic factors, such as light, water, temperature, and soil composition.
Resources
Students study sources of energy and materials and understand that these resources differ in amounts, distribution, usefulness, and the time required for their formation. They classify resources as renewable or nonrenewable. They consider the factors that are involved in converting energy sources to useful forms as well as the consequences of the conversion process and develop the concept of nonmonetary costs of energy. Students also learn more about the natural origins of commonly used goods and consider the complexities involved in creating them and making them available.
Investigation and Experimentation
Students study sources of energy and materials and understand that these resources differ in amounts, distribution, usefulness, and the time required for their formation.
In the context of activities that support mastery of the science content standards, sixth-grade students learn to formulate a hypothesis for the first time. They build upon all of their prior experiences with investigation and experimentation to select and use appropriate tools and technology (including calculators, computers, balances,
6.55 October 2011 Edition
spring scales, microscopes, and binoculars) to perform tests, collect data, and display data. They develop qualitative statements about relationships between variables and use written reports and oral presentations to communicate their work and the results. They learn to read topographic and geologic maps and can interpret events by sequence and time from natural phenomena (e.g., the relative ages of rocks and intrusions).
The Education and the Environment Initiative
Sixth-grade science instruction continues to build environmental literacy as students better understand how they influence the environment and how it influences them. The following sixth-grade units from the Education and the Environment Initiative (EEI) Curriculum can be used to provide instruction in the science standards listed below.
For more information about EEI instructional units, visit the California Environmental Protection Agency Web page at http://www.californiaeei.org/ (Outside Source).
Grade Six
Standard Number
Standard Text
EEI Curriculum Unit Name
6.2.b
Students know rivers and streams are dynamic systems that erode, transport sediment, change course, and flood their banks in natural and recurring patterns.
The Dynamic Nature of Rivers
6.5.c
Students know populations of organisms can be categorized by the functions they serve in an ecosystem.
Energy: Pass it On!
6.5.d
Students know different kinds of organisms may play similar ecological roles in similar biomes.
Playing the Same Role
6.6.a
Students know the utility of energy sources is determined by factors that are involved in converting these sources to useful forms and the consequences of the conversion process.
Energy: It’s Not All the Same To You!
6.6.b
Students know different natural energy and material resources, including air, rocks, minerals, petroleum, fresh water, wildlife, and forests, and know how to classify them as renewable or nonrenewable.
Energy and Material Resources: Renewable or Not?
6.6.c
Students know the natural origin of the materials used to make common objects.
Made From Earth: How Natural Resources Become Things We Use
6.56
October 2011 Edition
Science Across the Content Areas
The sixth-grade science standards are readily integrated with other academic content standards. For example, in mathematics, students collect, categorize and analyze data using graphs or charts. These skills are paralleled in, and reinforced by, the study of science. Students read, write, and discuss expository texts and develop written and oral language skills as they record observations, participate in research activities, and engage in discussions about science topics.
In 2010, California adopted Common Core State Standards (CCSS), including standards for literacy in science. These standards do not replace the science content standards, but supplement them by setting specific requirements for reading and writing informational texts, including science documents. For kindergarten through grade five, the literacy standards are embedded into the standards for English language arts. However, for grades six through twelve, the standards for reading and writing in science are included in a separate section of the document, reinforcing the expectation that developing student proficiency in reading and writing across the content areas is a responsibility shared by all members of a school community.
The standards for literacy in science emphasize the need for students to be proficient in reading complex informational text and writing clear explanatory text. Across the content areas, students learn to use specific textual evidence to support analysis of text and compare and contrast information from different sources. They are expected to conduct research projects to answer a specific question, determine the meaning of domain- specific words as they are used in a specific scientific context, and write consistently within both short and extended time frames. Refer to the English language arts section for more information about the CCSS for sixth grade.
Support for English Learners
All students, regardless of English language proficiency, should have access to high-quality science instruction. With its focus on domain-specific vocabulary acquisition and utilization of hands-on, collaborative activities, a balanced sixth-grade science program provides many opportunities for English-language development (ELD). However, science instruction may still present challenges for some English learners. Specific challenges include learning science-related terms and academic vocabulary. Directions may be complex and contain multiple steps. Visual information may not be easily comprehensible.
Some strategies that may help students understand new science concepts and processes include connecting to students’ background knowledge, experiences, and familiar terminology; focusing on key science terms before, during, and after a lesson; and utilizing different formats (e.g., charts, graphs, pictures).
Students benefit from clear and consistent classroom routines, group or peer interaction to share information, processes, and activities that are relevant and meaningful. ELD is especially enhanced by (1) opportunities for structured conversations about content and concepts; (2) modeling of the appropriate use of equipment; and (3) an adequate amount of wait time for student response.
6.57 October 2011 Edition
The Standards
The following sixth-grade science content standards were adopted by the California State Board of Education on October 9, 1998.
Science Content Standards
Grade Six
Focus on Earth Sciences
Plate Tectonics and Earth’s Structure
1.
Plate tectonics accounts for important features of Earth's surface and major geologic events. As a basis for understanding this concept:
1.a.
Students know evidence of plate tectonics is derived from the fit of the continents; the location of earthquakes, volcanoes, and midocean ridges; and the distribution of fossils, rock types, and ancient climatic zones.
1.b.
Students know Earth is composed of several layers: a cold, brittle lithosphere; a hot, convecting mantle; and a dense, metallic core.
1.c.
Students know lithospheric plates the size of continents and oceans move at rates of centimeters per year in response to movements in the mantle.
1.d.
Students know that earthquakes are sudden motions along breaks in the crust called faults and that volcanoes and fissures are locations where magma reaches the surface.
1.e.
Students know major geologic events, such as earthquakes, volcanic eruptions, and mountain building, result from plate motions.
1.f.
Students know how to explain major features of California geology (including mountains, faults, volcanoes) in terms of plate tectonics.
1.g.
Students know how to determine the epicenter of an earthquake and know that the effects of an earthquake on any region vary, depending on the size of the earthquake, the distance of the region from the epicenter, the local geology, and the type of construction in the region.
Shaping Earth’s Surface
2.
Topography is reshaped by the weathering of rock and soil and by the transportation and deposition of sediment. As a basis for understanding this concept:
2.a.
Students know water running downhill is the dominant process in shaping the landscape, including California’s landscape.
2.b.
Students know rivers and streams are dynamic systems that erode, transport sediment, change course, and flood their banks in natural and recurring patterns.
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October 2011 Edition
2.c.
Students know beaches are dynamic systems in which the sand is supplied by rivers and moved along the coast by the action of waves.
2.d.
Students know earthquakes, volcanic eruptions, landslides, and floods change human and wildlife habitats.
Heat (Thermal Energy) (Physical Sciences)
3.
Heat moves in a predictable flow from warmer objects to cooler objects until all the objects are at the same temperature. As a basis for understanding this concept:
3.a.
Students know energy can be carried from one place to another by heat flow or by waves, including water, light and sound waves, or by moving objects.
3.b.
Students know that when fuel is consumed, most of the energy released becomes heat energy.
3.c.
Students know heat flows in solids by conduction (which involves no flow of matter) and in fluids by conduction and by convection (which involves flow of matter).
3.d.
Students know heat energy is also transferred between objects by radiation (radiation can travel through space).
Energy in the Earth System
4.
Many phenomena on Earth’s surface are affected by the transfer of energy through radiation and convection currents. As a basis for understanding this concept:
4.a.
Students know the sun is the major source of energy for phenomena on Earth’s surface; it powers winds, ocean currents, and the water cycle.
4.b.
Students know solar energy reaches Earth through radiation, mostly in the form of visible light.
4.c.
Students know heat from Earth’s interior reaches the surface primarily through convection.
4.d.
Students know convection currents distribute heat in the atmosphere and oceans.
4.e.
Students know differences in pressure, heat, air movement, and humidity result in changes of weather.
Ecology (Life Sciences)
5.
Organisms in ecosystems exchange energy and nutrients among themselves and with the environment. As a basis for understanding this concept:
5.a.
Students know energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis and then from organism to organism through food webs.
5.b.
Students know matter is transferred over time from one organism to others in the food web and between organisms and the physical environment.
5.c.
Students know populations of organisms can be categorized by the functions they serve in an ecosystem.
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October 2011 Edition
5.d.
Students know different kinds of organisms may play similar ecological roles in similar biomes.
5.e.
Students know the number and types of organisms an ecosystem can support depends on the resources available and on abiotic factors, such as quantities of light and water, a range of temperatures, and soil composition.
Resources
6.
Sources of energy and materials differ in amounts, distribution, usefulness, and the time required for their formation. As a basis for understanding this concept:
6.a.
Students know the utility of energy sources is determined by factors that are involved in converting these sources to useful forms and the consequences of the conversion process.
6.b.
Students know different natural energy and material resources, including air, soil, rocks, minerals, petroleum, fresh water, wildlife, and forests, and know how to classify them as renewable or nonrenewable.
6.c.
Students know the natural origin of the materials used to make common objects.
Investigation and Experimentation
7.
Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:
7.a.
Develop a hypothesis.
7.b.
Select and use appropriate tools and technology (including calculators, computers, balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and display data.
7.c.
Construct appropriate graphs from data and develop qualitative statements about the relationships between variables.
7.d.
Communicate the steps and results from an investigation in written reports and oral presentations.
7.e.
Recognize whether evidence is consistent with a proposed explanation.
7.f.
Read a topographic map and a geologic map for evidence provided on the maps and construct and interpret a simple scale map.
7.g.
Interpret events by sequence and time from natural phenomena (e.g., the relative ages of rocks and intrusions).
7.h.
Identify changes in natural phenomena over time without manipulating the phenomena (e.g., a tree limb, a grove of trees, a stream, a hillslope).
6.60
October 2011 Edition
