Science - Sixth Grade
Life Science
Content Standard: 2.0 Interactions Between Living Things and Their Environment
The student will investigate how living things interact with one another and with non-living elements of their environment.
Learning Expectations:
2.1 Understand the nature of symbiotic relationships.
2.2 Examine the competitive relationships among organisms within an ecosystem.
Accomplishments:
Interactions Between Living Things and Their Environment:
6.2.1 Understand the nature of symbiotic relationships
- Describe commensal, parasitic, and mutualistic relationships.
6.2.2 Examine the competitive relationships among organisms within an ecosystem.
- Distinguish between predators and prey.
- Describe the impact of competition among species within an ecosystem.
- Interpret how humans impact ecosystems.
Performance Indicators State:
As documented through state assessment,
At Level 1, the student is able to
6.2.spi.1 recognize how animals and plants are interdependent.
At Level 2, the student is able to
6.2.spi.2 distinguish between commensalism, parasitism, and mutualism.
At Level 3, the student is able to
6.2.spi.3 predict whether an organism can survive in a particular ecosystem.
Performance Indicators Teacher:
As documented through teacher observation,
At Level 1, the student is able to
6.2.tpi.1 investigate how organisms may be affected by environmental factors (e.g., pollution, temperature/climate change)
6.2.tpi.2 examine and describe the relationships among plants and animals within a specific environment.
At Level 2, the student is able to
6.2.tpi.3 use several scenarios to distinguish between predators and prey.
6.2.tpi.4 describe the niche and habitat of an organism within an ecosystem.
At Level 3, the student is able to
6.2.tpi.5 construct and maintain a model of an ecosystem.
6.2.tpi.6 compare the boundaries between ecosystems and the interactions among the organisms within them.
Content Standard: 3.0 Food Production and Energy for Life
The student will study the basic parts of plants, investigate how plants produce food, and discover that plants and animals use food to sustain life.
Learning Expectations:
3.1 Recognize relationships within food chains.
Accomplishments
Food Production and Energy for Life:
6.3.1 Recognize relationships within food chains.
- Classify organisms as producers, consumers, and decomposers.
- Demonstrate interrelationships among organisms in a food chain or food web.
Performance Indicators State
As documented through state assessment,
At Level 1, the student is able to
6.3.spi.1 identify how organisms obtain food for energy.
At Level 2, the student is able to
6.3.spi.2 classify organisms as producers, consumers, or decomposers in a food chain or food web.
At Level 3, the student is able to
6.3.spi.3 infer the consequences of a change in the population size of an organism in a food chain or food web.
Performance Indicators Teacher:
As documented through teacher observation,
At Level 1, the student is able to
6.3.tpi.1 recognize the kinds of organisms that form the base of a food chain.
6.3.tpi.2 observe and describe how various organisms obtain and use food.
At Level 2, the student is able to mmmmmm
6.3.tpi.3 classify the trophic level (i.e., producer, consumer, decomposer) of an organism.
6.3.tpi.4 describe the feeding relationships between organisms that form a food chain.
At Level 3, the student is able to
6.3.tpi.5 demonstrate how food chains are linked together to form a complex food web.
Standard Number: 5.0 Diversity and Adaptation Among Living Things
The student will understand that living things have characteristics that enable them to survive in their environment.
Learning Expectations:
5.1 Understand how organisms are adapted for surviving in certain environments.
Accomplishments
Diversity and Adaptation Among Living Things:
6.5.1 Understand how organisms are adapted for surviving in particular environments.
- Explain how the relationship between the form and function of an organism is associated with survival in a given environment.
Performance Indicators State:
As documented through state assessment,
At Level 1, the student is able to
6.5.spi.1 identify adaptations that enhance the survival of organisms in an environment.
At Level 2, the student is able to
6.5.spi.2 determine which organisms are likely to survive in a particular environment.
At Level 3, the student is able to
6.5.spi.3 classify plants and animals into groups according to their features.
Performance Indicators Teacher:
As documented through teacher observation,
At Level 1, the student is able to
6.5.tpi.1 demonstrate and describe examples of adaptations that enable animals to survive.
At Level 2, the student is able to
6.5.tpi.2 design an (imaginary) organism with adaptations necessary for survival in a (imaginary) habitat.
6.5.tpi.3 explain the relationship between a given structure of an organism and its purpose (e.g., teeth to chewing, stamen to pollination).
At Level 3, the student is able to
6.5.tpi.4 determine specific characteristics of organisms that enable them to survive in certain environments.
Content Standard: 6.0 Biological Change
The student will understand that living things have changed over time.
Learning Expectations:
6.1 Investigate the fossil evidence found in various sedimentary rock layers.
6.2 Recognize various forms of evidence which indicate that life forms have changed over time.
6.3 Reason how environmental changes are associated with the extinction of a species.
Accomplishments
Biological Change:
6.6.1 Investigate the fossil evidence found in sedimentary rock layers.
- Differentiate between the relative age of fossils in a sedimentary rock diagram.
- Determine the geologic age of an object using a diagram or a time line.
6.6.2 Recognize various types of evidence which indicate that life forms have changed over time.
- Identify additional lines of scientific evidence, other than fossils, that support the idea of change over time.
6.6.3 Reason how environmental changes are associated with the extinction of a species.
- Predict how a specific environmental change might affect the survival of a plant or animal species.
- Evaluate possible causes of extinction.
Performance Indicators State:
As documented through state assessment,
At Level 1, the student is able to
6.6.spi.1 analyze how fossils provide information about the past.
6.6.spi.2 identify factors that contribute to extinction.
At Level 2, the student is able to
6.6.spi.3 differentiate between the relative age of fossils in sedimentary rock.
At Level 3, the student is able to
6.6.spi.4 select additional lines of scientific evidence, other than fossils, that illustrate change over time.
Performance Indicators Teacher:
As documented through teacher observation,
At Level 1, the student is able to
6.6.tpi.1 classify animal populations as thriving, threatened, endangered, or extinct.
At Level 2, the student is able to
6.6.tpi.2 compare and contrast the different processes of fossil formation.
6.6.tpi.3 construct mock fossils using casts and molds.
6.6.tpi.4 collect and/or observe various fossils and relate them to biogeographical changes.
At Level 3, the student is able to
6.6.tpi.5 explore additional lines of scientific evidence, other than fossils, that illustrate change over time.
6.6.tpi.6 research careers related to the study of biological change.
Earth and Space Science
Content Standard: 7.0 Earth and Its Place in the Universe
The student will investigate the structure of the universe.
Learning Expectations:
7.1 Recognize the basic components of the universe.
7.2 Investigate the relative distances of objects in space.
7.3 Explore the positional relationships among the earth, moon, and sun.
7.4 Understand that gravity is the force that keeps planets in orbit around the sun and governs movement in the solar system.
7.5 Explore the role of technology and careers associated with the study of space.
Accomplishments
Earth and Its Place in the Universe:
6.7.1 Recognize the basic features of the universe.
- Differentiate among the components of the universe.
6.7.2 Investigate the relative distances between objects in space.
- Construct a model of the solar system.
6.7.3 Describe the positional relationships among the earth, moon, and sun.
- Illustrate the positions of the earth, moon, and sun during solar and lunar eclipses.
- Use a model to explain how the tilt of the earth and its revolution around the sun causes the seasons.
6.7.4 Understand that gravity is the force that keeps planets in orbit around the sun and governs movement in the solar system.
- Identify the pull of gravity as the force that holds the planets and their moons in orbit.
- Relate tidal conditions with the position of the moon.
6.7.5 Explore the role of technology and careers associated with the study of space.
- Make use of available resources (Internet, library, interviews, etc.) to research careers associated with technology and space exploration.
Performance Indicator State:
As documented through state assessment,
At Level 1, the student is able to
6.7.spi.1 distinguish between a day, month, and year on earth based on the movements of the earth, sun, and moon.
6.7.spi.2 identify the force that pulls objects toward the earth.
6.7.spi.3 differentiate between planets according to specific characteristics.
At Level 2, the student is able to
6.7.spi.4 categorize the components of the universe (i.e. stars, planets, comets, asteroids, meteors).
6.7.spi.5 differentiate between a solar and a lunar eclipse.
6.7.spi.6 select the diagram that reflects the earth/sun relationship that accounts for the four seasons.
At Level 3, the student is able to
6.7.spi.7 predict the type of tide produced by the different positions of the earth and moon system.
Performance Indicator Teacher:
As documented through teacher observation,
At Level 1, the student is able to
6.7.tpi.1 make a model of the solar system that emphasizes the correct order of the planets and their distance from the sun.
At Level 2, the student is able to
6.7.tpi.2 draw the position of the sun, earth, and moon during eclipses and tidal conditions.
6.7.tpi.3 diagram the relationship of the earth to the sun to account for earth’s seasons.
6.7.tpi.4 research and communicate information about the composition, surface features, and conditions of all the planets in the solar system.
6.7.tpi.5 collect information about stars and make inferences concerning their impact on our galaxy.
6.7.tpi.7 construct a timeline of the history of space exploration.
At Level 3, the student is able to
6.7.tpi.8 investigate and describe how tides are produced and when these occur.
6.7.spi.9 research a career related to earth/space systems (e.g.., astronomer, astronaut, aerospace engineer).
Physical Science
Standard Number: 14.0 Energy
The student will investigate energy and its uses.
Learning Expectations:
14.1 Identify and describe characteristics of waves.
14.2 Understand the difference between heat and temperature.
14.3 Understand the basic principles of electricity.
14.4 Understand that one form of energy can be transformed into another form of energy.
14.5 Understand the nature of light, including the electromagnetic spectrum.
Accomplishments
Energy:
6.14.1 Identify and describe the characteristics of waves.
- Recognize the basic parts of a wave.
- Distinguish among wavelength, frequency, and amplitude.
- Explain how the properties of a sound are related to wavelength, frequency, and amplitude.
6.14.2 Understand the difference between heat and temperature.
- Describe how heat flows between objects.
- Explain the difference between the Fahrenheit and Celsius temperature scales.
6.14.3 Understand the basic principles of electricity.
- Explain how magnets are involved in the production of electricity.
6.14.4 Understand that one form of energy can be transformed into another form of energy.
- Distinguish among heat, chemical, electrical, and mechanical energy.
- Understand the law of conservation of energy.
6.14.5 Understand the nature of light, including the electromagnetic spectrum.
- Describe the electromagnetic spectrum.
- Distinguish among refraction, reflection, and absorption of light.
- Compare incandescent and fluorescent light with respect to production and efficiency.
Performance Indicators State:
As documented through state assessment,
At Level 1, the student is able to
6.14.spi.1 predict the direction of heat flow between objects.
At Level 2, the student is able to
6.14.spi.2 identify the wavelength, frequency, and amplitude of a wave.
6.14.spi.3 recognize a variety of energy transformations.
6.14.spi.4 select examples of refraction, reflection, and absorption of light.
At Level 3, the student is able to
6.14.spi.5 infer the impact of nuclear power on humans and the environment.
Performance Indicators Teacher:
As documented through teacher observation
At Level 1, the student is able to
6.14.tpi.1 demonstrate processes and identify objects that give off heat.
6.14.tpi.2 investigate and describe ways that the sun’s energy is used in everyday life.
At Level 2, the student is able to
6.14.tpi.3 identify waves as transverse or longitudinal.
6.14.tpi.4 create a situation that demonstrates how waves are produced and transmitted.
6.14.tpi.5 draw and label the electromagnetic spectrum.
6.14.tpi.6 model the relationship of kinetic, potential, and total energy within a closed system.
6.14.tpi.7 investigate the relationship between magnets and electricity.
6.14.tpi.8 construct open, closed, series, and parallel circuits.
6.14.tpi.9 construct a simple motor.
6.14.tpi.10 investigate the energy transformation in a common event.
6.14.tpi.11 demonstrate and communicate the importance of energy conservation.
At level 3, the student is able to
6.14.tpi.12 create a progression of events to illustrate the path of electricity from its origin to the home.
6.14.tpi.13 build a model that incorporates at least three different forms of energy.
6.14.tpi.14 research nuclear power and its impact on man and the environment.
6.14.tpi.15 research careers that are related to energy, heat, or electricity.