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Grade 6Grade 6OverviewOverview

The focus for science in grade six is to provide students with a foundation for hands-on experiences that allow for the active engagement and concrete examples that these students require in order to understand basic science concepts. Sixth graders continue to develop the investigative skills they have been acquiring since kindergarten, now expanding them to include the skill of differentiating between observation and inference. Specifically, students explore the life, earth, and physical sciences within the framework of the following topics: “Structures, Processes, and Responses of Plants” (structure and function of plants); “Structures, Processes, and Responses of Animals” (structure and function of animals); “Earth’s Atmosphere and Weather” (atmospheric properties and processes); and “Conservation of Energy” (properties of energy, work, and machines). These topics are encompassed by the following “Big Ideas”: 1. Systems, Order, Organization, 2. Constancy, Change, Measurement 3. Evidence, Models, Explanations 4. Evolution and Equilibrium and 5. Form and Function. These “Big Ideas” connect all standards.

The science standards for the sixth grade provide the foundation for a course that is based on a rich and wide variety of learning experiences that actively engage students and accommodate a broad range of student learning styles through varied materials and instructional strategies. Students should observe, interact with materials and with people, and ask questions as they explore new concepts and expand their knowledge.

The skills and tools listed in the scientific inquiry sections will be assessed on statewide tests independently from the content knowledge in the respective grade or high school core area under which they are listed. Moreover, scientific inquiry standards and indicators will be assessed cumulatively. Therefore, as students’ progress through the grade levels; they are responsible for the scientific inquiry indicators—including knowledge of the use of tools—in all their earlier grades. A table of the scientific inquiry standards and indicators for kindergarten through grade twelve is provided in appendix A, which teachers are urged to print out and keep as a ready reference.

The science standards in grades three through eight will be the basis for the development of the science test questions for the Palmetto Achievement Challenge Tests (PACT). The PACT is based on the broad standards that address the life, earth, and physical sciences at each grade level. Individual test questions will be aligned with the indicators and will not go beyond the scope and intent of the more specific information in the indicators. While standards at lower grade levels will not be directly assessed, they may be used to formulate multiple-choice distracter items.

GRADE 66-1

Scientific InquiryScientific Inquiry Standards and Indicators Should be

Embedded Throughout All Standards

Standard 1-1: The student will demonstrate an understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving.

Indicators: 6-1.1 Use appropriate tools and instruments (including a spring scale, beam balance,

barometer, and sling psychrometer) safely and accurately when conducting a controlled scientific investigation.

6-1.2 Differentiate between observation and inference during the analysis and interpretation of data.

6-1.3 Classify organisms, objects, and materials according to their physical characteristics by using a dichotomous key.

6-1.4 Use a technological design process to plan and produce a solution to a problem or a product (including identifying a problem, designing a solution or a product, implementing the design, and evaluating the solution or the product).

6-1.5 Use appropriate safety procedures when conducting investigations.

GRADE 6Scientific Inquiry

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http://dev.ed.sc.gov/agency/offices/cso/standards/science/documents/sd/k8/6-1.5%20REV%20Feb08.pdf











Indicator: 6-1.1 Use appropriate tools and instruments (including a spring scale, beam

balance, barometer, and sling psychrometer) safely and accurately when conducting a controlled scientific investigation.

Previous/future knowledge : In previous grades, students used magnifiers and eyedroppers (K-1.2), rulers (1-1.2), thermometers, rain gauges, balances, and measuring cups (2-1.2), beakers, meter tapes and sticks, forceps/tweezers, tuning forks, graduated cylinders, and graduated syringes (3-1.5), a compass, an anemometer, mirrors, and a prism (4-1.2), and a timing device and a 10x magnifier (5-1.4) safely, accurately, and appropriately. In future grades, students will use these tools when appropriate as well as learn new tools to use when collecting scientific data. A complete list of tools can be found in Appendix A of the Academic Standards.

It is essential for students to know that different instruments or tools are needed to collect different kinds of data.

A spring scale is a tool used to measure the weight of an object or the force on an object.

o Some spring scales have a slider that moves in response to the weight/force of an object. The measurement is read on one of two scales located on either side of the slider.

o Some spring scales have a spring that is visible through a clear plastic tube with two scales labeled on either side of the tube.

o Before an object is attached to the spring scale, make sure the marker is on the zero (0) by adjusting the slider or knob usually found on the top of the scale.

o A spring scale measures weight or force in newtons (N).

A beam balance (triple) is a tool used to measure the mass of an object.o The beam balance contains a pan or platform, three beams with

riders/sliders and a pointer.o Before measuring, make sure all riders/sliders are set at zero (0), the

pointer is in line with its zero (0) mark and the pan is clean.o Place an object to be measured on the pan or platform. If the object is

placed in a container or on weighing paper, the mass of the container or paper needs to be subtracted from the final mass of the object.

o Three beams are found on the side opposite of the pan. Each beam is marked in different increments: 100 grams, 10 grams, and tenths (0.1) of a gram up to 10 grams.

o After placing the object on the pan, the pointer will rise.o To determine the mass of the object, gently slide the riders/sliders across

the beams until the pointer lines up exactly with the zero (0) mark on the scale. Be sure the riders/sliders with notches are securely placed in their notches.

o The mass is calculated by adding the sum of the measures indicated by the riders/sliders.

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o Move all riders/sliders back to zero (0) when finished.o A beam balance measures the mass of an object in grams (g).

NOTE TO TEACHER: Students do not need to estimate to the hundredths (0.01) of a gram. Measurements estimating to 0.05 of a gram on a triple beam balance will be an expectation in high school Physical Science.

A barometer is an instrument used to measure air pressure or a change in pressure readings.

o Many of the barometers have qualitative descriptions of weather conditions associated with air pressure but this alone should not be used to forecast weather.

o To read your barometer, first tap the glass lightly, but firmly, to ensure that the reading pointer attached to the linkage mechanism inside the barometer is not sticking.

o The other pointer that is found on most instruments is the set pointer and is usually made of brass.

o The set pointer can be turned by means of the knob at the center of the glass so that it covers the reading pointer. If the reading pointer has moved between readings then it can be determined that the pressure is now lower or higher and by how much.

o A barometer scale is measured in millimeters or inches of mercury or millibars (mb).

A sling psychrometer is a tool used to measure relative humidity.o A sling psychrometer is made of two thermometers—a wet bulb and a dry

bulb—held together by a handle.o The wet bulb thermometer is covered with a piece of cloth and moistened.o The two thermometers are then moved through the air. After a period of

time the temperature of each thermometer is recorded. A relative humidity chart is used to determine the relative humidity percent.

It is essential for students to use care when handling these tools when conducting an investigation.

Chemicals should not be placed directly on the beam balance. Place them in a measuring tray or weighing paper.

Always move the riders of the beam balance to the left after massing an object. Care should be taken not to break the barometer and sling psychrometer.

It is also essential for students to use tools from previous grade levels that are appropriate to the content of this grade level such as magnifiers, rulers (measuring to millimeter), rain gauges (measuring in centimeters or inches), thermometers (measuring in °F and °C), forceps/tweezers, graduated cylinders (measuring at the meniscus to milliliters), graduated syringes (measuring to milliliters), meter sticks and meter tapes (measuring in meters, centimeters, or millimeters), anemometers (measuring in miles per hour), compasses, 10x magnifiers, or timing devices (measuring in minutes or seconds) to gather data.

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NOTE TO TEACHER: See information in previous grades regarding how to use each tool. All temperature readings during investigations will be taken using the Celsius scale unless the data refers to weather when the Fahrenheit scale is used.

It is not essential for students to use hygrometers, digital balances, ammeters, voltmeters, or multi-meters. Tools from previous grades that are not appropriate to the content of this grade level are not essential; however, these terms may be used as distracters (incorrect answer options) for assessment, for example eyedroppers, pan balances, measuring cups, beakers, tuning forks, mirrors (plane/flat), or prisms. Students do not need to convert measurements from English to metric or metric to English. Measurements estimating to 0.05 of a gram on a triple beam balance will be an expectation in high school Physical Science.

Assessment Guidelines:The objective of this indicator is to use tools safely, accurately, and appropriately when gathering data; therefore, the primary focus of assessment should be to apply correct procedures to the use of a spring scale, beam balance, barometer, and sling psychrometer, and other tools essential to the grade level that would be needed to conduct a science investigation. However, appropriate assessments should also require students to identify appropriate uses for a spring scale, beam balance, barometer, and sling psychrometer; illustrate the appropriate tool for an investigation using pictures, diagrams, or words; recall how to accurately determine the measurement from the tool; or recognize ways touse science tools safely, accurately, and appropriately.


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Indicator:6-1.2 Differentiate between observation and inference during the analysis and

interpretation of data.Taxonomy Level: 4.1-B Analyze Conceptual Knowledge

Previous/Future knowledge: In kindergarten (K-1.3), students predicted and explained information or events based on observation or previous experience. In 3rd grade (3-1.4), students predicted the outcome of a simple investigation and compare the result with the prediction. In 4th grade, students classified observations as either quantitative or qualitative (4-1.1) and distinguished among observations, predictions, and inferences (4-1.4). In 5th grade (5-1.6), students evaluated results of an investigation to formulate a valid conclusion based on evidence and communicated the findings of the evaluation in oral or written form. In 8th grade (8-1.3), students will construct explanations and conclusions from interpretations of data obtained during a controlled scientific investigation.

It is essential for students to know that data should be collected throughout a controlled scientific investigation. Data includes both scientific observations and inferences.

A scientific observation is gained by carefully identifying and describing properties using the five senses or scientific tools and can be classified as quantitative or qualitative.

o Quantitative observations are observations that use numbers (amounts) or measurements (including the unit label) or observations that make relative comparisons, such as more than, all, less than, few, or none.

o Qualitative observations are observations that are made using only the senses and refer to specific properties.

An inference is an explanation or interpretation of an observation based on prior experiences or supported by observations made in the investigation. They are not final explanations of the observation. There may be several logical inferences for a given observation. There is no way to be sure which inference best explains the observation without further investigation.

Data from the investigation should be organized in data tables and represented as diagrams or graphs when appropriate.

A data table is used to organize data collected in an experiment so that it can be read easily.

A data table should be planned before the investigation starts. Consider the purpose of the table, the kind and number of items to be included in

the table, the number of times a measurement will be made, and the units to be used.

Data tables are often organized in columns and rows. The columns should have headings that show the quantity and unit of the data in that column.

The independent (manipulated) variable is listed in the column on the left side. The dependent (responding) variable is listed in the column(s) on the right side.

If qualitative data is to be gathered, include enough space to write the observations.

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Diagrams can be used to identify specific parts or how they work, sequence of events, or how things are alike and different.

Graphs are visuals used to compare data. Graphs show not only information but also relationships between the data. Different types of graphs show different types of information.

Pictographs use pictures of objects to show quantities. Bar graphs are often used for qualitative observations. The lengths of the bars on

a bar graph are used to represent and compare data. A numerical scale is used to determine the lengths of the bars.

Circle graphs show percentages of a whole. The entire circle is equal to 100% of the data.

Line graphs are often used when quantitative data is collected over time. Line graphs show how quantitative data changes over time or relationships between manipulated (changing) variable and

Responding (resulting) variable. The lines on a line graph show the pattern of changes at a glance.

Line graphs are used to represent data that has been collected over a determined amount of time. To construct a line graph, the following steps should be taken:

Draw a horizontal line (x-axis) and a vertical line (y-axis) that meet at a right angle.

Identify the independent (manipulated) variable and the dependent (responding) variable from the data.

o The independent (manipulated) variable is written on the x-axis.o The dependent (responding) variable is written on the y-axis.o Include appropriate units of measurement for each variable.

Look at the range of data (lowest and highest) to determine the intervals or increments (numbers on the axes) of the x-axis and the y-axis.

o The increments do not need to be the same for both the x-axis and the y-axis, but should be consistent on either axis.

o Label the point at the right angle as zero (0).o Plot the data on the graph as matched pairs. For example, every

independent (manipulated) variable number will have a corresponding dependent (responding) variable number.

Connect the points on the line graph. Write an appropriate title for the graph that contains the names of both variables.

NOTE TO TEACHER: A mnemonic device that can be used to teach the appropriate locations of the variables on a graph is DRY MIX.

DRY represents Dependent-Responding-Y-axis. MIX represents Manipulated-Independent-X-axis.

In order to be meaningful, the data collected from the investigation should be interpreted and analyzed.

How the data is analyzed depends on the experiment. Sometimes calculations or graphs will be needed to help analyze the data.

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Data will often reveal patterns or trends. Patterns often become clear if the data is organized in a data table or graph.

The analyzed data can then be used to draw a valid conclusion about the investigation. A valid conclusion is a summary of the findings of an experiment based on

scientific observations, inferences, and collected data that states the relationship between the independent (manipulated) and dependent (responding) variables.

When a conclusion statement is made it should state whether the collected data supports the hypothesis or does not support the hypothesis (not that the hypothesis was right or wrong).

It is not essential for students to generate new questions from an investigation or construct circle graphs.

Assessment Guidelines:The objective of this indicator is to differentiate between observations and inferences during the analysis and interpretation of data; therefore, the primary focus of assessment should be to distinguish between observations and inferences that can be made from the data collected during an investigation. However, appropriate assessments should also require students to identify the appropriate type of graph for the data collected; compare observations and inferences; interpret data presented on a graph or diagram; implement the steps for making a data table or graph.


Indicator:6-1.3 Classify organisms, objects, and materials according to their physical

characteristics by using a dichotomous key.Taxonomy Level: 2.3-C Understand Procedural Knowledge

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Previous/Future knowledge: In 1st grade (1-1.1), students compared, classified, and sequenced objects by number, shape, texture, size, color, and motion, using Standard English units of measurement where appropriate. In 3rd grade, students classified objects by two of their properties (attributes) (3-1.1) and classified objects or events in sequential order (3-1.2). They will use this skill throughout the remainder of their science instruction.

It is essential for students to know scientists use the skill of classifying to organize objects that are similar in some way into groups to make the relationship among them easier to understand. Objects can be classified based on similar characteristics using a binary classification chart (based on whether or not an object has or does not have a particular property) or an identification key. A dichotomous key is a special identification key that uses a series of paired characteristics that leads to the identification of an organism, object, or material. Always begin with a choice from the first pair of characteristics. At the end of each characteristic is either the name of the organism, object, or material or directions to go to another step. Keep following the choices until the identity is determined. Once the identity is determined, the physical characteristics can be identified.

It is not essential for students to construct dichotomous keys.

Assessment Guidelines:The objective of this indicator is to classify organisms, objects, and materials using a dichotomous key; therefore, the primary focus of assessment should be to determine the identity of an organism, object, or material by following a dichotomous key. However, appropriate assessments should also require students to compare the properties of organisms, objects, and materials using a dichotomous key; identify the name of an organism or object using a dichotomous key; or recognize the physical characteristics of an organism or object based on the dichotomous key.


Indicator:6-1.4 Use a technological design process to plan and produce a solution to a

problem or a product (including identifying a problem, designing a solution or a product, implementing the design, and evaluating the solution or the product). Taxonomy Level: 3.2-C Apply Procedural Knowledge

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Previous/Future knowledge: In 5th grade (5-1.7), students used a simple technological design process to develop a solution or a product, communicating the design by using descriptions, models, and drawings. In high school Physical Science (PS-1.8), students will compare the processes of scientific investigation and technological design.

It is essential for students to know that science is the process of learning about the natural world by asking questions and trying to find the answers to those questions. Scientific knowledge is used to develop and enhance science knowledge. Technology applies scientific knowledge in order to develop a solution to a problem or create a product to help meet human needs. Technology is usually developed because there is a need or a problem that needs to be solved. Steps in the technological design process include:· Identifying a problem or need- Research and gather information on what is already known about the problem or need· Designing a solution or a product- Generate ideas on possible solutions or products -Evaluate the factors that will limit or restrict the solution or product design -Determine the trade-offs of the solutions or products (what must be given up in order to create the solution or product)· Implementing the design - Build and test the solution or product - Identify any problems with the solution or product -If necessary, redesign the solution or product to eliminate any problems in the design· Evaluating the solution or the product - Determine if the solution or product solved the problem - Identify the pros and cons of the solution or productThe steps of the design can be communicated using descriptions, models, and drawings.

· A scientific model is an idea that allows us to create explanations of how the something may work. Models can be physical or mental.

It is also essential for students to follow appropriate steps when conducting a controlled scientific investigation. In a controlled scientific investigation some or all of the following steps should be included:· Identify a testable question (tests one variable) that can be investigated· Research information about the topic· State the hypothesis as a predicted answer to the question, what may be the possible outcome of the investigation· Design an experiment to test the hypothesis, controlling all variables except the independent (manipulated) variable -Plan for independent (manipulated) and dependent (responding) variables -Plan for factors that should be held constant (controlled variables)

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-List the materials needed to conduct the experiment -List the procedures to be followed -Plan for recording, organizing and analyzing data· Conduct the experiment and record data (observations) in tables, graphs, or charts· Analyze the data in the tables, graphs, or charts to figure out what the data means (describe the relationship between the variables)· Compare the results to the hypothesis and write a conclusion that will support or not support the hypothesis based on the recorded data· Communicate the results to others

It is not essential for students to compare the processes of a controlled scientific investigation and the technological design process or evaluate a technological design or product on the basis of designated criteria (including cost, time, and materials).

Assessment Guidelines:The objective of this indicator is to use a technological design process to plan and produce a solution to a problem or a product; therefore, the primary focus of assessment should be to apply the procedures for a technological design process using the steps listed in the indicator. However, appropriate assessments should also require students to classify by sequencing the steps of a technological design process or a controlled scientific investigation; explain how a particular product or process solves a problem; summarize the design process of a solution or product; summarize the steps in a controlled scientific investigation; exemplify technology; or identify the solution or product in a technological design process.


Indicator:6-1.5 Use appropriate safety procedures when conducting investigations. Taxonomy Level: 3.2-C Apply Procedural Knowledge

Previous/Future knowledge: In all grades students use appropriate safety procedures when conducting investigations that are appropriate to their grade, tools, and type of investigations.

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It is essential for students to know that care should be taken when conducting a controlled scientific investigation to make sure that everyone stays safe.Safety procedures to use when conducting science investigations must be:· Always wear appropriate safety equipment such as goggles or an apron when conducting an investigation.· Be careful with sharp objects and glass. Only the teacher should clean up broken glass.· Do not put anything in mouth unless instructed by the teacher.· Follow all directions for completing the science investigation.· Follow proper handling of animals and plants in the classroom.· Keep hands away from eyes when using iron filings.· Keep the workplace neat. Clean up when done.· Practice all of the safety procedures associated with the activities or investigations conducted.· Tell the teacher about accidents or spills right away.· Use caution when working with heat sources and heated objects.· Wash hands after each activity.Use tools safely and accurately, including a spring scale, beam balance,barometer, and sling psychrometer, when conducting investigations.

NOTE TO TEACHER (safety while working with students):· Teacher materials have lists of “Safety Procedures” appropriate for the suggested activities. Students should be able to describe and practice all of the safety procedures associated with the activities they conduct. Most simple investigations will not have any risks, as long as proper safety procedures are followed. Proper planning will help identify any potential risks and therefore eliminate any chance for student injury or harm. Teachers should review with students the safety procedures before doing an activity.Lab safety rules may be posted in the classroom and/or laboratory where students can view them. Students should be expected to follow these rules. A lab safety contract is recommended to notify parents/guardians that classroom science investigations will be hands-on and proper safety procedures will be expected. These contracts should be signed by the student and the parents or guardians and kept on file to protect thestudent, teacher, school, and school district. In the event of a laboratory safety violation or accident, documentation in the form of a written report should be generated. The report should be dated, kept on file, include a signed witness statement (if possible) and be submitted to an administrator.· Materials Safety Data Sheets (MSDS) must be on file for hazardous chemicals.· For further training in safety guidelines, you can obtain the SC Lab Safety CD or see the Lab Safety flip-chart (CD with training or flip-chart available from the SC Department of Education).

It is not essential for students to go beyond safety procedures appropriate to the kinds of investigations that are conducted in a sixth grade classroom.

Assessment Guidelines:The objective of this indicator is to use appropriate safety procedures when conductinginvestigations; therefore, the primary focus of assessment should be to apply correct procedures that would be needed to conduct a science investigation. However,

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appropriate assessments should also require students to identify safety procedures that are needed while conducting an investigation; or recognize when safety procedures are being used.

GRADE 6 BIG IDEA – Form and Function

Structures, Processes, and Responses of Plants

Standard 6-2: The student will demonstrate an understanding of structures, processes, and responses of plants that allow them to survive and reproduce. (Life Science, approximately 9 weeks)

Indicators

6-2.1 Summarize the characteristics that all organisms share (including the obtainment

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and use of resources for energy, the response to stimuli, the ability to reproduce, and process of physical growth and development). Essential Questions

What characteristics do all living things share? How do living things obtain and use resources for energy? What is a stimulus? How do living things respond to stimuli? Why do living things reproduce? What characteristics allow a living thing to grow and develop?

6-2.2 Recognize the hierarchical structure of the classification (taxonomy) of organisms (including the seven major levels or categories of living things—namely, kingdom, phylum, class, order, family, genus, and species). Essential Questions

Why are living things organized by characteristics? What is the hierarchical structure used to classify living things?

6-2.3 Compare the characteristic structures of various groups of plants (including vascular or nonvascular, seed or spore-producing, flowering or cone-bearing, and monocot or dicot). Essential Questions

What are characteristics of vascular plants? What are characteristics of nonvascular plants? What are the differences between seed and spore producing plants? What are the differences between cone and flowering bearing plants? What are characteristics of monocots and dicots?

6-2.4 Summarize the basic functions of the structures of a flowering plant for defense, survival, and reproduction. Essential Questions

What structures aid flowering plants in defense? What structures or characteristics aid flowering plants in

reproduction? What processes, structures, or responses allow flowering plants to

survive?

6-2.5 Summarize each process in the life cycle of flowering plants (including germination, plant development, fertilization, and seed production). Essential Questions

What is plant germination? What are the steps of the life cycle of a flowering plant?

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6-2.6 Differentiate between the processes of sexual and asexual reproduction of flowering plants. Essential Question

What is the difference between sexual and asexual reproduction of flowering plants?6-2.7 Summarize the processes required for plant survival (including photosynthesis, respiration, and transpiration). Essential Questions

What is photosynthesis? How does respiration occur in plants? How does transpiration occur in plants?

6-2.8 Explain how plants respond to external stimuli (including dormancy and the forms of tropism known as phototropism, gravitropism, hydrotropism, and thigmotropism).

Essential Questions How do plants respond to light, touch, gravity, and water? How do plants respond to changes in seasons?

6-2.9 Explain how disease-causing fungi can affect plants. Essential Question

How do disease-causing fungi affect plants?

GRADE 6 SCIENTIFIC INQUIRY STANDARD AND INDICATORS

Grade 6Standard 6-1: The student will demonstrate an understanding of technological design and

scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving.

Indicators6-1.1 Use appropriate tools and instruments (including a spring scale, beam balance, barometer,

and sling psychrometer) safely and accurately when conducting a controlled scientific investigation.


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Big Idea – Form and Function

Help Page for: Structures, Processes, and Responses of Plants

Standard 6-2: The student will demonstrate an understanding of structures, processes, and responses of plants that allow them to survive and reproduce (approximately 9 weeks).

Notes:Assessments

EXEMPLARY ASSESSMENTS6-2.1 Draw and label an organism of your own creation. Write

a short descriptive paragraph summarizing the characteristics that make it a living thing.

6-2.1 Choose one living thing and one nonliving thing and create chart comparing

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their differences.6-2.2 Design and construct a poster that classifies plants into

vascular ornonvascular based on their structures.

Inquiry Kit/Lab Connections

STC Experiments with Plants: Lessons 1, 2, 4, 5, 7, 8, 12, 13, 14, 15, 16 correspond with standards 6-2.4, 6-2.5, 6-2.6, 6-2.8,FOSS Diversity of Life: 6-2.1, 6-2.2, 6-2.4, 6-2.5, 6 2.7, 6-2.8STC Organisms- Macro- to Micro: Lessons 1, 2, 4, 5, 6, 7, 9, 10,

11, 12, 14, 17, 18Textbook Correlation Glencoe Science Grade 6

6-2.1: pp.14-176-2.2: pp. 23, 578-5816-2.3: pp. 74-78, 84-876-2.4: pp. 80-83, 85-86, 113-1196-2.5: pp. 113-1196-2.6: pp. 100-1036-2.7: pp. 129-1376-2.8: pp. 139-1476-2.9: pp. 228

Key Concepts (Vocabulary)

Organism characteristics: stimulus, response, asexual reproduction, sexual reproduction, growth, development, Taxonomy: kingdoms, species, scientific name

Plant Classification: vascular, nonvascular, seed-producing, spore-producing flowering, cone-bearing, monocot or dicot plants Plant structures: flowering plant, flowerLife Cycle: germination, plant development, fertilization, seed production; annuals, biennials, perennials, Plant processes: photosynthesis, respiration, transpirationFungi: as cause of plant diseasesLiterature

Fullick, A. (2006). Life Science in Depth: Adaptation and Competition. Chicago: Heinemann Library ISBN 1403475180This book provides information about how animals and plants change and avoid competition to stay alive and to reproduce.6-2.1; 6-2.7

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Fullick, A. (2006). Life Science in Depth: Variation and Classification. Chicago: Heinemann Library ISBN 1403475245This book provides an in-depth look at variety of plant and animal life and how they are classified into groups.6-2.2

Hickman, P. (2000). Starting with Nature: Plant Book. Tonawanda, NY:Kids Can Press Ltd. ISBN 1-55074-483-6The focus of this book is on the functions of plants--pollination, seed growth, and flowers.6-2.5

Kneidel, S. (2001). Skunk Cabbage, Sundew Plants & Strangler Figs. New York: John Wiley And Sons, Inc. ISBN 0-471-35713-8This book provides background information about a variety of plants. Topics of discussion include why we need plants, the difference between cone-bearing and flowering plants, how plants reproduce, and the functions of the different parts of plants.6-2.3Morgan, S. (2006). Life Science in Depth: Green Plants. Chicago: Heinemann LibraryISBN 14034752This book provides information on cells, photosynthesis, and types of plants as well as plants as food and energy sources.6-2.3; 6-2.7Parramon Editorial Team (2004). Essential Atlas of Botany. Hauppauge, NY: Barron's Educational Series, Inc.ISBN 0764127098This book provides information about the anatomy and physiology, reproduction, ecology and the environmental adaptations of plants.6-2.3

Pascoe, E. (1999). Nature Close-ups: Seeds and Seedlings. Woodbridge, CT: Blackbirch Press ISBN 1-56711-178-5This book provides a description of the physical structures of plants and seeds. Information on plant reproduction, how seeds grow, and how they travel are also included.6-2.5

Patent, D. (2002). Plants on the Trail with Lewis and Clark.

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New York: Houghton Mifflin Co.ISBN 0-618-06776-0This book describes Lewis and Clark’s journey as they observed, collected, and catalogued unknown plant life.6-2.2

Ray, D. (2004). Flower Hunter: William Bartram, America's First Naturalist. New York:Farrar, Straus & Giroux, Inc.ISBN 0374345899The journey of William Bartram is told through journal entries. Pictures of some of the plants discovered by Bartram are also included.6-2.3

Spiraling through Life with Fast Plants: An Inquiry-Rich Manual. Dubuque, IA:Kendall/Hunt Publishing Co. ISBN 0-7872-6910-7This book provides information about the Wisconsin Fast Plants. Topics of discussion include germination, growth and development, flowering, pollination, and production of seeds.6-2.5Technology

Suggested Streamline Video

The Basics of Biology: What is Life?This video allows viewers to see and hear about the characteristics of all living things and how they contrast to characteristics of nonliving things.ETV Streamline SC11:37; 6-2.1The Basics of Biology: How Living Things are ClassifiedThis video demonstrates that in recognizing certain patterns by classification, living things can be separated into five distinct kingdoms. Additionally, by classifying the animals, students learn how each living thing can be placed into a distinct phylum or division, class, order, family, genus, and species.ETV Streamline SC20:076-2.2

Classification of Living ThingsA routine castle tour turns enchanting when King Philip shows up to teach a lesson in classification. Using examples from his castle, mnemonics for memorizing the 7 levels of classification, microscopic footage, and animation, King Philip makes sense of difficult concepts. From simple examples to an exploration of

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each of the five kingdoms, this tour provides a concrete foundation for a complex subject.ETV Streamline SC27:006-2.2

The Basics of Biology: The Kingdom of PlantsThis video examines the major branches of the plant kingdom. Starting with one-celled plant-like protists, students learn the role of photosynthesis in producing food and oxygen. Important characteristics and developmental trends are revealed as the program looks at a variety of living things. Students also discover the life cycle of a fern, how seeds form in a lily by pollination, and how bean seeds grow to mature seed.ETV Streamline SC17:486-2.3

Biology: The Science of Life: The World of PlantsPlants That Make Spores: Mosses, Ferns, Liverworts, and HorsetailsThis video segment presents the characteristics of spore-producing plants.ETV Streamline SC4:20 to 6:536-2.3

Biology: The Science of Life: The World of PlantsPlants That Make Seeds: Gymnosperms and AngiospermsThis video segment presents the characteristics of seed-producing plants.ETV Streamline SC 6:54 to 8:53; 6-2.3Adapting to the WorldThe Bloom of PlantsThis video segment follows the processes of plant reproduction and survival.ETV Streamline SC6:13 to 11:316-2.4

Biology: The Science of Life: The World of PlantsThe Life Cycle of a Flowering Plant Making EggsMaking PollenPollination and FertilizationGermination and GrowthThe video segments summarize each process in the life cycle of a flowering plant.

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ETV Streamline SC8:54 to 13:576-2.5

Biology: The Science of Life, Making New Life, The Basics of Reproduction: Asexual and Sexual ReproductionThis video segment differentiates between the process of sexual and asexual reproduction. ETV Streamline SC1:14 to 2:356-2.6

Biology: The Science of Life: The World of PlantsPhotosynthesisThis video segment summarizes the process of photosynthesisETV Streamline SC1:59 to 4:19

Supporting Content Web Sites

Living and Non-living Thingshttp://www.learner.org/channel/courses/essential/life/session1/

index.html This website helps students to increase their understanding of living and nonliving organisms and the characteristics of life.6-2.1

Science Onlinehttp://classroom.jc-schools.net/sci-units/plants-animals.htm#5This website identifies the characteristics that enable a specific plant and/or animal to survive. 6-2.1

The Six Kingdomshttp://www.ric.edu/ptiskus/Six_Kingdoms/Index.htmThis website discusses the six kingdoms.6-2.2

Classifying Crittershttp://www.hhmi.org/coolscience/critters/critters.htmlThis website allows students match critters based on physical features using multiple-choice format. 6-2.2

Taxonomy, Systematics and Classificationhttp://www.geol.lsu.edu/Faculty/Hart/NOTES/taxonomy.htmThis website provides information on the naming and classification of organisms.6-2.2

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http://www.geol.lsu.edu/Faculty/Hart/NOTES/taxonomy.htm

http://www.hhmi.org/coolscience/critters/critters.html

http://www.ric.edu/ptiskus/Six_Kingdoms/Index.htm

http://classroom.jc-schools.net/sci-units/plants-animals.htm#5

http://www.learner.org/channel/courses/essential/life/session1/index.html

http://www.learner.org/channel/courses/essential/life/session1/index.html

The Plant Kingdomhttp://www.perspective.com/nature/plantae/index.htmlThis website describes the characteristics of the four types of plant structures.6-2.3

Parts of a Flowerhttp://www.botany.uwc.ac.za/ecotree/flowers/flowerparts.htm#topThis interactive website will allow to learn the parts of a flower by playing the game. On successful completion, the diagram will be in color.

6-2.4; 6-2.5; 6-2.6

Plantshttp://www.biology4kids.com/files/plants_main.htmlThis website offers an introduction to plants. Topics include basicstructure, xylem-phloem, reproduction, angiosperm andgymnosperm.6-2.4; 6-2.5; 6-2.6

Photosynthesis and Transpirationhttp://www.cornwallwildlifetrust.org.uk/educate/kids/photsyn.htmThis website discusses the process of photosynthesis and transpiration. The diagrams can be enlarged for easy viewing.6-2.7

Plants in Motionhttp://plantsinmotion.bio.indiana.edu/plantmotion/starthere.htmlThis website uses time-lapse photography to show tropic responses in plants.6-2.8Cross Curricular Opportunities

Math – data collection, graphing, measurementELA – comparing contrasting, summarizing, descriptive writingArt – drawing of illustrations and diagramsSocial Studies – uses of plants in cultures and societies Field Trip/Related Experiences

Lynch’s Woods, Newberry SCRiverbanks Zoo, Columbia, SC 1-803-779-8717

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http://plantsinmotion.bio.indiana.edu/plantmotion/starthere.html

http://www.cornwallwildlifetrust.org.uk/educate/kids/photsyn.htm

http://www.cornwallwildlifetrust.org.uk/educate/kids/photsyn.htm

http://www.biology4kids.com/files/plants_main.html

http://www.botany.uwc.ac.za/ecotree/flowers/flowerparts.htm#top

http://www.botany.uwc.ac.za/ecotree/flowers/flowerparts.htm#top

http://www.perspective.com/nature/plantae/index.html

www.riverbanks.org/

Saluda Shoals Park Irmo, SC1-803-731-5208www.icrc.net/saludashoals/

Roper MountainGreenville, SC1-864-355-8900www.ropermountain.org

South Carolina Department of Natural Resources ClassroomPresentation Project Wild (School Speaker)www.dnr.sc.gov/

Sesquicentennial State Park Columbia, SC 1-803-788-2706 www.discovercarolina.com

Career Connections

BiochemistBiochemists study the chemical composition of living things. They analyze the complex chemical combinations and reactions involved in metabolism, reproduction, growth, and heredity(6-2)BotanistBotanists study plants and their environment. Some study all aspects of plant life, including algae, fungi, lichens, mosses, ferns, conifers, and flowering plants; others specialize in areas such as identification and classification of plants, the structure and function of plant parts, the biochemistry of plant processes, the causes and cures of plant diseases, the interaction of plants with other organisms and the environment, and the geological record of plants. (6-2)

Plant PhysiologistPlant physiologists study life functions of plants both in the whole organism and at the cellular or molecular level, under normal and abnormal conditions. Plant physiologists often specialize in functions such as growth, reproduction, photosynthesis, and respiration. (6-2)

Plant CytologistPlant cytologists study the structure, function, and life history of

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http://www.dnr.sc.gov/

http://www.ropermountain.org/

http://www.icrc.net/saludashoals/

http://www.riverbanks.org/

plant cells. (6-2)

Plant GeneticistPlant geneticists study plant heredity and variation. Plant geneticists study genes and gene function in plants. (6-2)

Big Idea – Form and FunctionStructures, Processes and Responses of Plants

Indicator:6-2.1 Summarize the characteristics that all organisms share (including the

obtainment and use of resources for energy, the response to stimuli, the ability to reproduce, and process of physical growth and development).

Taxonomy Level: 2.4-B Understand Conceptual Knowledge

Essential Question(s): What characteristics do all living things share? How do living things obtain and use resources for energy? What is a stimulus? How do living things respond to stimuli? Why do living things reproduce? What characteristics allow a living thing to grow and develop?

Previous/future knowledge: Students have explored the basic needs (food, shelter, water, and space) of plants in 1st grade and of animals in 2nd grade. They have not identified those characteristics that distinguish living from non-living things.

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It is essential for students to know the characteristics that separate living organisms from nonliving things. All living organisms share the following characteristics:

1. They obtain and use resources for energy: All organisms must obtain resources, such as food, oxygen, and water, which provide required energy to perform the basic processes of life, such as growing and developing, or repairing injured parts. Autotrophs (for example plants) provide their own food for energy through the process of photosynthesis, while heterotrophs (for example animals) must find an external source for food. Energy is released from food in most organisms through the process of respiration.

2. They respond to stimuli. A stimulus is any change in an organism’s surroundings that will cause the organism to react. Examples of environmental stimuli may be changes in the amount of light present, changes in temperature, sound, amount of water, space, amounts or types of food, or other organisms present. The reaction to the stimulus is called a response. It can be an action or behavior performed by the organism.

3. They reproduce: Organisms have the ability to reproduce, or produce offspring that have similar characteristics as the parents. There are two basic

types of reproduction: o Asexual reproduction: a reproductive process that involves only one parent and produces offspring that is identical to the parent. o Sexual reproduction: a reproductive process that involves two parents. Theegg (female reproductive cell) and sperm (male reproductive cell) from these two parents combine to make an offspring that is different from both parents.4. They grow and develop:· Growth is the process whereby the organism becomes larger.· Development is the process that occurs in the life of the organism that results in the organismbecoming more complex structurally.· Organisms require energy to grow and develop.

It is NOT essential for students to know details about origins of life, mitosis or meiosis, active and passive transport systems or the chemical equations for photosynthesis, respiration, or transpiration.

Assessment guidelines: The objective of this indicator is to summarize characteristics that all organisms share; therefore, the primary focus of assessment should be to generalize the traits that all organisms share. However, appropriate assessments should also require student to recall or exemplify a living thing and a nonliving thing based on these characteristics; or compare how organisms obtain food or reproduce.

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Big Idea- FORM AND FUNCTIONStructures, Processes, and Responses of Plants

Indicator:6-2.2 Recognize the hierarchical structure of the classification (taxonomy) of

organisms (including the seven major levels or categories of living things—kingdom, phylum, class, order, family, genus, and species).Taxonomy Level: 1.1-A Remember Factual Knowledge

Essential Question(s): Why are living things organized by characteristics? What is the hierarchical structure used to classify living things?

Previous/future knowledge: Students have studied the major groups of plants and animals (4th grade) but have not been introduced to the classification system until now. There will be additional study about protests and bacteria in 7th grade.

It is essential for students to know that to study all of the organisms on Earth, biologists have devised ways of naming and classifying them according to their similarities in structures.

The study of how scientists classify organisms is known as taxonomy. The modern classification system uses a series of levels to group organisms.

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An organism is placed into a broad group and is then placed into more specific groups based on its structures.

The levels of classification, from broadest to most specific, include: kingdom, phylum, class, order, family, genus, and species.

The more classification levels an organism shares with another, the more characteristics they have in common.

Kingdom While scientists currently disagree as to how many kingdoms there are, most

support a five-kingdom (Plants, Animals, Fungi, Protists, Monerans) system. Organisms are placed into kingdoms based on their ability to make food and the

number of cells in their body.Phylum (pl. phyla)

In the Plant Kingdom, phyla are sometimes referred to as divisions. Plants are normally divided into two groups: vascular and nonvascular. In the Animal Kingdom, there are 35 different phyla. These phyla can be divided

into two groups: vertebrates and invertebrates.

Class, Order, Family These levels become even more specific and will include fewer organisms that

have more in common with each other as they move down the levels.

Genus (pl. Genera) Contains closely related organisms. The genus is used as the first word in an organism’s name.

Species Consists of all the organisms of the same type which are able to breed and

produce young of the same kind. The species is used as the second word in an organism’s scientific name.

Scientific name The scientific name of an organism is made up of its genus and species, and it is

written in italics (Genus species) with the genus capitalized. For example, Canis lupus is the scientific name for the wolf and Pinus taeda is

the scientific name for a loblolly pine.

It is not essential for students to know any more detail about fungi, protests, or Monerans beyond the major characteristics listed above. Students will study in detail the structures, processes, and responses in plants (6-2) and animals (6-3). Students do not need to use binomial nomenclature to determine the scientific name of an organism.

Assessment Guidelines: The objective of this indicator is to recognize the hierarchical structure of the classification of organisms; therefore, the primary focus of assessment should be to remember the classification scheme for organisms. However, appropriate assessments should also require students to recall characteristics of each level of organization that

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determines which organisms are placed within it; or identify an appropriate example of a scientific name.


Indicator:6-2.3 Compare the characteristic structures of various groups of plants (including vascular or nonvascular, seed or spore-producing, Flowering or cone-bearing, and monocot or dicot).

Taxonomy Level: 2.6-B Understand Conceptual Knowledge Essential Question(s):

What are characteristics of vascular plants? What are characteristics of nonvascular plants? What are the differences between seed and spore producing plants? What are the differences between cone and flowering bearing plants? What are characteristics of monocots and dicots?

Previous/future knowledge: Students have been introduced to the study of plants in previous grades. In 4th grade (4-2.1) students classified organisms as flowering or non-flowering plants. Students will not revisit this concept in high school, as the focus will be on the cellular level of organisms. By 6th grade, students should be able to identify which group a plant belongs to based on its characteristic structures.

It is essential for students to know that organisms in the Plant Kingdom are classified into groups based on specific structures. All plants are included in this

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kingdom, which is then broken down into smaller and smaller divisions based on several characteristics, for example: How they absorb and circulate fluids – vascular or nonvascular; How they reproduce – spores or seeds; Method of seed production – cones or flowers; Type of seed leaf – monocot or dicot.

Plants are commonly classified into two major groups based on their internal structures. These two groups are vascular and nonvascular.

Vascular Plants This is the largest group in the Plant Kingdom These plants have a well-developed system for transporting water and food;

therefore, they have true roots, stems, and leaves Vascular plants have tube-like structures that provide support and help circulate

water and food throughout the plant. Xylem transport water and minerals from the roots to the rest of the plant Phloem transport food from the leaves to the rest of the plant. Examples include tress and many shrubs with woody stems that grow very tall and

grasses, dandelions, and tomato plants with soft herbaceous stems.

Nonvascular Plants These plants do not have a well-developed system for transporting water and

food; therefore, do not have true roots, stems, or leaves They must obtain nutrients directly from the environment and distribute it from

cell to cell throughout the plant. This usually results in these plants being very small in size.

Examples include mosses, liverworts, and hornworts

The following classifications can also be used to group plants.Seed producing

Seed-producing plants are plants that reproduce through seeds. Seed plants make their own seeds.

Seeds contain the plant embryo (the beginnings of roots, stems, and leaves) and stored food (cotyledons) and are surround by a seed coat. From those seeds, new plants grow.

Seed-producing Spore-producing plants are plants that produce spores for reproduction instead of

seeds. Spores are much smaller than seeds Almost all flowerless plants produce spores Examples of include mosses and ferns

Cone-bearing Plants Most cone-bearing plants are evergreen with needle-like leaves. Conifers never have flowers but produce seeds in cones. Examples include pine, spruce, juniper, redwood, and cedar trees.

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Flowering Plants Flowering plants differ from conifers because they grow their seeds inside an

ovary, which is embedded in a flower The flower then becomes a fruit containing the seeds. Examples include most trees, shrubs, vines, flowers, fruits, vegetables, and

legumes

Monocot A seed with one food storage area is called a monocotyledon, or monocot. Flowers of monocots have either three petals or multiples of three. The leaves of monocots are long and slender with veins that are parallel to each

other The vascular tube structures are usually scattered randomly throughout the stem Examples include grass, corn, rice, lilies, and tulips

Dicots A seed with two food storage areas is called a dicotyledon, or dicot. Flowers of dicots have either four or five petals or multiples of these numbers. The leaves are usually wide with branching veins. The vascular tube structures are usually scattered randomly throughout the stem Examples include roses, dandelions, maple, and oak trees.

It is NOT essential for students to know specific structures of nonvascular plants or the stages of reproduction in spore-producing plants. The term gymnosperm and angiosperm need not be used at this time. Students do not need to know the origin or evolution of the plant kingdom

Assessment guidelines: The objective of this indicator is to compare the characteristic structures of various groups of plants; therefore, the primary focus of assessment should be to detect similarities and differences between the various groups (including vascular and nonvascular, seed and spore-producing, flowering and cone-bearing, and monocot and dicot). However, appropriate assessments should also require student to identify the different plant groups and their characteristics; classify plants into the various groups based on their characteristics; or exemplify various groups of plants based won their characteristics.

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Indicator:6-2.4 Summarize the basic functions of the structures of a flowering plant for defense, survival, and reproduction. Taxonomy Level: 2.4-B Understand Conceptual Knowledge

Essential Question(s): What structures aid flowering plants in defense? What structures or characteristics aid flowering plants in reproduction? What processes, structures, or responses allow flowering plants to survive?

Previous/future knowledge: In 3rd grade (3-2.2) students explained how physical and behavioral adaptations (for example structures for defense) allowed organisms to survive. In 1st grade (1-2.4) students summarized the life cycle of plant, which included flowers and seeds. This is the first time that students have been introduced specifically to flowering plant structures needed for defense, survival, and reproduction.

It is essential for students to know that flowering plants have special structures that function for defense, survival, and reproduction.

Structures for defense Plants have structures for defense that protect them from threats and without these defenses would die. Examples of natural defenses that plants have developed over time may be

thorns that can defend the plant from being eaten by some animals. poisons in fruits and leaves so that they are not eaten by animals the ability to close its leaves when touched (thigmotropism)

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Structures for Survival

Plants have structures that allow them to survive in their habitats when the conditions are not suitable. Examples of parts of flowering plants that function for survival may be:

Leaves function as the site of food production for plants. It is here that photosynthesis, respiration, and transpiration take place.

Stems support the plant and hold the leaves up to the light; transport water from the roots to the leaves and other plant parts; transport food made in the leaves to growing parts of the plant; or function as food storage sites. Xylem in the stems transports water from roots to the leaves and other plant parts. Phloem in the stems transport food made in the leaves to growing parts of the plant.

Roots help anchor the plant in the ground. They also absorb water and nutrients from the soil and store extra food for the plants. The more root space that is available, the more water and nutrients it can absorb. There are two of root systems: fibrous roots and taproots.

o Fibrous roots consist of several main roots that branch off to form a mass of roots. Examples are grass, corn, and some trees.

o Taproots consist of one large, main root with smaller roots branching off. Examples are carrots, dandelions, or cacti.

Seeds have special structures that allow them to be dispersed by wind, water, or animals. The seeds’ coat helps protect the embryo from injury and also from drying out.

Structure for ReproductionParts of the flowering plant that function in reproduction include:Flowers

Flowers produce seeds. Many flowers contain both male and female parts needed to produce new flowers. Flower petals are often colorful or have a scent so as to attract insects and other animals.

Stamen The male part of a flower that has an anther on a stalk (filament). The

anther produces the pollen that contains the sperm cells.

Pistil The female part of the flower that holds the flower’s

o Ovary – contains the ovules or egg cells,o the style – a stalk down which the pollen grains land, ando the stigma - the sticky top where the pollen grains land.

Seeds Are fertilized ovules from which new plants are formed. A fruit that is

formed from the ovary often protects them.

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It is NOT essential for students to know details about the cell layers of leaf structures, root structures, or stems.

Assessment guidelines: The objective of this indicator is to summarize the basic functions of the structures of flowering plants; therefore, the primary focus of assessment should be to generalize points about the various structures needed for defense, survival, and reproduction. However, appropriate assessments should also require student to identify the parts of a flower or structures for survival; illustrate a flower or plant structures using words, pictures, or diagrams; or classify a structure based on its function for defense, survival, or reproduction. \


Indicator:6-2.5 Summarize each process in the life cycle of flowering plants (including germination, plant development, fertilization, and seed production).


Essential Question(s): What is plant germination? What are the steps of the life cycle of a flowering plant?

Previous/future knowledge: Students have been introduced to the life cycle of flowering plants, for example germination, growth, and the production of flowers and seeds, in 1st grade (1-2.4) and in 3rd grade (3-2.1). Students in 6th grade should be able to summarize the stages in more detail.

It is essential for students to know that all flowering plants have similar life cycles. These life cycles include distinct stages. These stages include:

Germination When seeds are dispersed from the parent plant, they can either lay dormant or

they can begin to grow immediately given the right conditions. This early stage of seed growth is called germination. The roots begin to grow down, while the stem and leaves grow up.

Plant development Over time the seed grows into a mature plant with the structures necessary to

produce more plants.

Fertilization When pollen, which is produced in the stamen of a flower, transfers from stamen

to pistil (pollination) and then enters the ovule, which is located in the ovary of a flower, fertilization occurs.

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Seed production Once the ovule is fertilized it develops into a seed. A fruit (fleshy, pod, or shell) then develops to protect the seed. Seeds are structures that contain the young plant surrounded by a protective

covering.

It is NOT essential for students to know how reproduction occurs in nonvascular plants, cone-bearing plants, or spore-producing plants. Differences in the time to complete a plant’s life cycle, such as annual, biennial, or perennial, are interesting but not essential. Plant meiosis is also not essential.

Assessment guidelines: The objective of this indicator is to summarize each of the processes in the life cycle of flowering plants; therefore, the primary focus of assessment should be to generalize the major points about the life cycle of seed plants (including germination, plant development, fertilization, and seed production). However, appropriate assessments should also require student to identify the individual stages; illustrate the life cycle stages using words, pictures, or diagrams; or classify by sequencing the stages of the life cycle.

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Indicator:6-2.6 Differentiate between the processes of sexual and asexual reproduction of

flowering plants.Taxonomy Level: 4.1-B Analyze Conceptual Knowledge

Essential Question(s): What is the difference between sexual and asexual reproduction of flowering

plants?

Previous/future knowledge: This is the first time that students have been introduced to the terms sexual and asexual reproduction. They have studied the process of reproduction in flowering plants in 1st and 3rd grades and then in more detail in 6th grade (6-2.5).

It is essential for students to know the difference between sexual and asexual reproduction in flowering plants.

Sexual reproduction A process of reproduction that requires a sperm cell (in pollen) and an egg cell

(in the ovule) to combine to produce a new organism. All flowering plants undergo sexual reproduction.

Asexual reproduction A process of reproduction that involves only one parent plant or plant part and

produces offspring identical to the parent plant. Many plants can grow new plants asexually from their plant parts. If a plant is cut or damaged, it can sprout new growth from the stems, roots, or

leaves

Plants use a variety of parts to produce new plants such as:

Tubers, bulbs These are all types of underground stems. The “eyes” or buds of tubers, for example potatoes, grow into roots and shoots to

produce a new plant. Bulbs, for example onions, are big buds made of a stem and special types of

leaves.

Runners These are all types of stems that run along the ground.

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New strawberries or some ivy grow from the tips of runners. Many lawn grasses grow from runners.

Stem Cuttings When a piece of cut stem is planted, roots may form from the cutting, and then a

full plant develops. Sugar cane and pineapple are examples of plants grown from stem cuttings.

Roots Some fruit trees and bushes send up “suckers” or new shoots from the roots. Some plants have roots that can produce new plants from root pieces, such as a

sweet potato.

Leaves Some houseplants produce little plants right on their leaves. For example, African violets can produce plants from leaves placed on top of soil.

It is NOT essential for students to know how reproduction occurs in nonvascular plants, cone-bearing plants, or spore-producing plants.

Assessment guidelines: The objective of this indicator is to differentiate between sexual and asexual reproduction in plants; therefore, the primary focus of assessment should be to distinguish between relevant and irrelevant information about processes of reproduction in flowering plants. However, appropriate assessments should also require student to identify the requirements for sexual reproduction in flowering plants; or identify examples of structures that allow vegetative propagation to take place.

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Indicator:6-2.7 Summarize the processes required for plant survival (including photosynthesis, respiration, and transpiration).


Essential Question(s): What is photosynthesis? How does respiration occur in plants? How does transpiration occur in plants?

Previous/future knowledge: In kindergarten, 1st grade, and 3rd grade, students studied the resources needed by plants in order to survive. Students have not studied the specific processes that take place in plants whereby energy from the sun is transformed to produce sugar/food. This is the first time that students have been introduced to the terms photosynthesis, respiration, and transpiration.

It is essential for students to know that plants are organisms that perform certain processes necessary for survival. Three processes that students should be able to summarize are:

Photosynthesis Plants are organisms that make their own food, a simple sugar, for survival. The process by which they make this sugar is called photosynthesis. Chloroplasts, found in the cells of the leaf, contain chlorophyll, a green pigment

that absorbs the light energy from the sun. Sunlight is used to provide the energy necessary for photosynthesis to take place.

During this process, plants use carbon dioxide gas from the air and water taken in through the roots to make sugar (food) in the leaves.

During the process of photosynthesis, oxygen is also produced. The oxygen is released into the air, through openings, or pores, in the leaf (stomata).

Photosynthesis is what provides the oxygen in the atmosphere that most living organisms need.

Respiration The food (sugar) created through the process of photosynthesis is used to provide

energy needed by the plants to perform life functions. To obtain the energy from the food it produces, plants must break the sugar down

in a process called respiration. In this process, oxygen from the air combines with the sugar, which is then

broken down into carbon dioxide and water.

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During this process, energy is released. This energy can now be used by the plant to perform life functions.

The carbon dioxide and water that are formed are then given off through the leaves.

Transpiration Some of the water taken in through the roots of plants is used in the process of

photosynthesis. However, plants lose most of the water through the leaves. This process is called

transpiration. Without a way to control transpiration, plants would wither up and die.

Fortunately, plants are able to slow down transpiration. Guard cells, mostly on the underside of the leaf, open and close pores known as

stomata. When the stomata are closed, water cannot escape from the leaf.

It is NOT essential for students to know the chemical formulas for photosynthesis and respiration. The light and dark dependent reactions of photosynthesis as well as the steps for respiration are not essential. Students do not need to know the internal leaf structural layers.

Assessment guidelines: The objective of this indicator is to summarize plant processes necessary for survival; therefore, the primary focus of assessment should be to identify the major points about the processes of photosynthesis, respiration, and transpiration. Illustrate the movement of water, oxygen, carbon dioxide, and food through the plant; compare photosynthesis and respiration in terms of starting materials and what is produced; or recall the function of these processes in plants.

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Big Idea - FORM AND FUNCTIONStructures, Processes, and Responses of Plants

Indicator:6-2.8 Explain how plants respond to external stimuli (including dormancy and the forms of tropism known as phototropism, gravitropism, hydrotropism, and thigmotropism).


Essential Question(s): How do plants respond to light, touch, gravity, and water? How do plants respond to changes in seasons?

Previous/future knowledge: Students in 3rd grade studied how plants respond to changes in their environments, specifically their response to light (3-2.4). Students in 3rd grade also studied the concept of gravity as a pull on an object. In 4th grade (4-2.4), students studied plant behaviors in response to light, water, touch, and gravity in the environment.

It is essential for students to know that plants respond to changes in their environments. These responses (the reply to the change in the environment, or stimulus) vary depending on the specific environmental stimulus (a change in the environment that causes a response or a reaction).

Under certain conditions, when a mature plant or seed becomes or remains inactive, it is said to be dormant.

Dormancy is a period of time when the growth or activity of a plant or seed stops due to changes in temperature or amount of water.

Dormancy allows various species to survive in particular environments. It helps to ensure that seeds will germinate when conditions are favorable for

survival of the small seedlings.For example, leaves fall from trees prior to the conditions of winter and the leaf buds do not open again until conditions are favorable in the spring.

Plants respond to changes in the environment by growing or moving their stems, roots, or leaves toward or away from the stimulus. This response, or behavior, is called a tropism. Examples of plant tropisms include:

Phototropism the way a plant grows or bends in response to light

Gravitropism the way a plant grows or bends in response to gravity

Hydrotropism the way a plant grows or bends in response to water

Thigmotropism

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the way a plant grows or bends in response to touchIt is NOT essential for students to know other tropisms, positive or negative tropisms, or the internal causes for tropisms.

Assessment guidelines: The objective of this indicator is to explain how plants respond to their environment; therefore, the primary focus of assessment should be to construct cause and effect models of plants responding to external stimuli. However, appropriate assessments should also require students to identify the responses such as dormancy or tropisms; illustrate the forms of tropism using words, pictures, or diagrams.

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Big Idea: FORM AND FUNCTIONStructures, Processes, and Responses of Plants

Indicator:6-2.9 Explain how disease-causing fungi can affect plants.


Essential Question(s): How do disease-causing fungi affect plants?

Previous/future knowledge: Students have been introduced to fungi as decomposers in food chains and food webs (5-2.4). Students have not previously been introduced to the concept of diseases or their affects on other organisms.

It is essential for students to know fungi are a kingdom of organisms that do not make their own food.

Many types of fungi must grow in or on other organisms, such as plants. These fungi, for example grain mold, corn smut, and wheat rust, cause diseases

in those plants that result in huge crop losses. Diseases caused by fungi may also affect other important crops, such as rice,

cotton, rye, and soybeans. If a fungus infects a tree, fruit, or grass, it can eventually kill the plant.

NOTE TO TEACHER: Students should know that even though fungi can be harmful to plants, they are also helpful as decomposers, as a source of penicillin (medicine), and as food.

It is NOT essential for students to know about fungi that cause diseases in humans (including Athlete’s foot) as this will be studied further in 7th grade.

Assessment guidelines: The objective of this indicator is to explain the effects of disease-causing fungi on plants; therefore, the primary focus of assessment should be to construct cause and effect models of the ways that plants are affected by fungi. However, appropriate assessments should also require student to recognize fungi that cause disease in plants; or recall that not all fungi are harmful.

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GRADE 6BIG IDEA – Form and Function

Structures, Processes, and Responses of Animals

Standard 6-3: Students will demonstrate an understanding of structures, processes, and responses of animals that allow them to survive and reproduce. (Life Science, approximately 9 weeks)

Indicators6-3.1 Compare the characteristic structures of invertebrate animals (including sponges,

segmented worms, echinoderms, mollusks, and arthropods) and vertebrate animals (fish, amphibians, reptiles, birds, and mammals).Essential Questions

What are the characteristics of invertebrates? What are the characteristics of vertebrates? What are similarities and differences between sponges, fish, mollusks and birds?

6-3.2 Summarize the basic functions of the structures of animals that allow them to defend themselves, to move, and to obtain resources.Essential Questions

What structures allow animals to defend themselves? What structures allow animals to move and obtain resources?

6-3.3 Compare the response that a warm-blooded (endothermic) animal makes to a fluctuation in environmental temperature with the response that a cold-blooded (ectothermic) animal makes to such a fluctuation.Essential Questions

How do responses of endothermic and ectothermic animals differ in response to environmental temperature changes?

6-3.4 Explain how environmental stimuli cause physical responses in animals (including shedding, blinking, shivering, sweating, panting, and food gathering).Essential Questions

What specific types of responses do animals have to temperature? What specific types of responses do animals have to weather? What specific types of responses do animals have to moisture?

6-3.5 Illustrate animal behavioral responses (including hibernation, migration, defense, and courtship) to environmental stimuli.Essential Questions

Why do animals use hibernation? Why do animals migrate? What specific responses to danger do animals display? What is the purpose of animal courtship?

6-3.6 Summarize how the internal stimuli (including hunger, thirst, and sleep) of animals ensure their survival.Essential Questions

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Why do animals respond to hunger and thirst? What is the purpose of sleep in animals?

6-3.7 Compare learned to inherited behaviors in animals.Essential Questions

What is the difference between learned and inherited behavior? What is the difference between instinct and learned behavior? What is the purpose of a reflex response in animals?



Indicators6-1.1 Use appropriate tools and instruments (including a spring scale, beam balance,

barometer, and sling psychrometer) safely and accurately when conducting a controlled scientific investigation.





Big Idea – Form and FunctionHelp Page for: Structures, Processes, and Responses of

Animals

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Standard 6-3: Students will demonstrate an understanding of structures, processes, and responses of animals that allow them to survive and reproduce. (Life Science, approximately 9 weeks)

Notes:Assessments

6-3.5 Design and create a picture book on at least onevertebrate and invertebrate and describe examples of behaviors, such as hibernation, courtship and defense.

6-3.5 Environment and Behavior Lab from Glencoe Science Lab Manager CD

Inquiry Kit/Lab Connections

Refer to Glencoe Science Lab Manager CDRefer to Prentice Hall Animals Kit (call Kit center)FOSS Diversity of Life: 6-3.1, 6-3.2, 6-3.4, 6-3.5, 6-3.6, 6-3.7STC Organisms Macro- to Micro: Lessons 1, 2, 3, 6, 8, 13,16,17 Textbook Correlation Glencoe Science Grade 6

6-3.1: pp. 164-179, 188-211, 222-247, 256-4456-3.2: pp. 164-179, 188-211, 222-247, 256-4456-3.3: pp. 225, 235, 240, 260, 2646-3.4: pp. 284-2986-3.5: pp. 290-2986-3.6: pp. 285-2866-3.7: pp. 285-289Key Concepts (Vocabulary)

Invertebrates: sponges, segmented worms, echinoderms, mollusks, and arthropodsVertebrates: fish, amphibians, reptiles, birds, and mammalsStructures: for defense, movement, obtaining resources, camouflage, adaptations, mimicry Internal temperature: Endothermic (warm-blooded), ectothermic (cold-blooded),Responses to stimuli: migration, hibernation, defense mechanisms, courtshipInternal stimuli: hunger, thirst, sleepLearned – Inherited Behaviors: instinct

Literature

Hickman, P. & Stephens, P. (2000). Animals in Motion: How Animals Swim, Jump, Slither, and Glide. New York: Kids Can

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Press Ltd. ISBN 1-55074-573-5 This book describes the movements of several animals including the cheetah and the albatross.6-3.2

Hickman, P. (2004). Animals and Their Mates: How Animals Attract, Fight for and Protect Each Other. New York: Kids Can Press Ltd.ISBN 1553375459This book provides several examples of the courtship and mating behaviors of animals.6-3.5

Hickman, P. & Stephens, P. (2005). Animals Hibernating: How Animals Survive Extreme Conditions. New York: Kids Can Press Ltd. ISBN 1553376625This book describes why animals hibernate and how they prepare to hibernate. Additional teacher resource materials such as experiments and activities for students are included in the book.6-3.5

Kaner, E. (1999). Animal Defenses: How Animals Protect Themselves. New York: Kids Can Press Ltd.ISBN 1-55074-421-6This book describes the defense skills of animals.6-3.2

Kaner, E. & Stephens, P. (2002). Animals at Work: How Animals Build, Dig, Fish and Trap. New York: Kids Can Press Ltd. ISBN 1-55074-673-1This book describes how animals create places to live and obtain food.6-3.2

McLeod, B. (2000). Nature Undercover Series: Growing Up. Woodbridge, CT: Blackbirch Press.

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I SBN 1-56711-501-2This book provides answers to how animals survive the early part of their lives. Topics within this book include preparation for young, how life begins, the fight for life, getting fed, stages of life, learning, parental care, and families.6-3.2; 6-3.5

McLeod, B. (2000). Nature Undercover Series: Staying Alive. Woodbridge, CT: Blackbirch Press ISBN 1-56711-502-0This book illustrates the behaviors that help animals survive. Topics of discussion include animal homes, rest, food and water, cooperation, movement, and body temperature.6-3.5; 6-3.6

Middleton, D. (2001). Polar Bears. Chicago: Raintree Publishers.ISBN 0-8172-4578-2This book provides interesting facts about polar bears including information on about their habitats, food, and socializing activities.6-3.5

Stonehouse, B. & Bertram, E. (2004). How Animals Live: the Amazing World of Animals in the Wild. New York: Scholastic Inc. ISBN 0439548349This book contains many illustrations and facts about a variety of animals and how they are able to survive in the wild. 6-3.5

Swinburne, S. (2003). Black Bear: North America's Bear. Honesdale, PA: Boyds Mills Press ISBN 159078023XThis book describes the black bear’s adaptation to survival in the wild.6-3.5

Technology

Suggested Streamline Video Resources

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The Basics of Biology: The Kingdom of Animals: From Simple to ComplicatedStarting with one-celled animal-like protists, this program examines a variety of animal phyla: sponges, sea anemones, spiny-skinned animals, flatworms, nemertine worms, segmented worms, mollusks, arthropods, and vertebrates.ETV Streamline SC21:236-3.1

Biology: The Science of life: The World of AnimalsThis program examines the major phyla of the kingdom Animalia from the simplest sponges to the most complex vertebrates. Special emphasis is placed on evolutionary relationships, bio-symmetry, and methods of animal reproduction.ETV Streamline SC20:006-3.1

Science of the Sea: Dolphins, Rays, and Other AdaptationsThis program examines dolphins, rays, and sea birds, and tells how their various adaptations help them survive.ETV Streamline SC15:006-3.2

In Control: Our Brain and Nervous SystemThis program illustrates how the brain, spinal cord, and nerves control a response to a stimulus.ETV Streamline SC25:00 min6-3.4

Animal Instincts Marine Migration 7:19 Hibernation and Homing 7:39The segments examines the migration of the humpback whale during the winter months, how bears use their homing instinct to return from far-away journeys for food, and what happens during hibernation.ETV Streamline SC0:05 to 14:306-3.5

Biomes: Adapting to Deserts and Other EcosystemsThis program allows students to learn about the adaptations that enable animals to live and to flourish in some of Earth’s most

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challenging environments.ETV Streamline SC56:016-3.5

Concepts in Nature: Adapting to Changes in NatureThis program explains how animals cope with both routine and unpredictable changes in nature.ETV Streamline SC14:066-3.5

Animal IntelligenceThis program explores the animal kingdom with a focus on intelligence. ETV Streamline SC18:416-3.7Supporting Content Web Sites

Animal Diversity Webhttp://animaldiversity.ummz.umich.edu/site/index.htmlThis website provides information on animal history, classification, sounds, and pictures.6-3.1

Blue Planet Biomeshttp://www.blueplanetbiomes.org/animals.htmThis website features pictures and facts about animals living in various biomes.6-3.2

What’s It Like Where You Live?http://www.mbgnet.net/This website features pictures and facts about animals living in various biomes.6-3.2

Warm and Cold-Bloodedhttp://coolcosmos.ipac.caltech.edu/image_galleries/ir_zoo/coldwarm.htmlThis website discusses how warm and cold-blooded animals respond to their environment. Infrared pictures are also displayed to show how the animals’ body temperature responds to the environment. 6-3.3

Body Temperaturehttp://www.factmonster.com/ce6/sci/A0808083.htmlThis website provides information on how warm and cold-

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http://www.factmonster.com/ce6/sci/A0808083.html

http://coolcosmos.ipac.caltech.edu/image_galleries/ir_zoo/coldwarm.html

http://coolcosmos.ipac.caltech.edu/image_galleries/ir_zoo/coldwarm.html

http://www.mbgnet.net/

http://www.blueplanetbiomes.org/animals.htm

http://animaldiversity.ummz.umich.edu/site/index.html

blooded animals respond to their environment.6-3.3

Activity in a Changing Climatehttp://www.saburchill.com/ans02/chapters/chap029.htmlThis website discusses how animals adapt to a changing climate. 6-3.4

Animals on Defensehttp://oncampus.richmond.edu/academics/education/projects/webunits/adaptations/This website shows the different ways humans and animal survive.6-3.2; 6-3.5

Backyard Animals http://www.backyardnature.net/animals.htmThis website provides information about animals commonly found North America. Pictures are also included.6-3.2; 6-3.5

Creature Featurehttp://www.nationalgeographic.com/kids/creature_feature/archive/This website provides information on a variety of animals. Photographs, video, audio, fun facts, and links to other animal resources are included as well.6-3.2, 6-3.5; 6-3.6Cross Curricular Opportunities

ELA – Writing, grammar, compositionMath – data collection, graphing, measurementSocial Studies – issues with laws protecting endangered species around the worldArt – drawing and diagramming animals and their adaptationsField Trip/Related Experiences

Lynch’s Woods, Newberry SCRiverbanks Zoo, Columbia, SC 1-803-779-8717www.riverbanks.org/

Saluda Shoals Park Irmo, SC1-803-731-5208www.icrc.net/saludashoals/

Roper MountainGreenville, SC1-864-355-8900

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http://www.icrc.net/saludashoals/

http://www.riverbanks.org/

http://www.nationalgeographic.com/kids/creature_feature/archive/

http://www.nationalgeographic.com/kids/creature_feature/archive/

http://www.backyardnature.net/animals.htm

http://www.backyardnature.net/animals.htm

http://oncampus.richmond.edu/academics/education/projects/webunits/adaptations/

http://oncampus.richmond.edu/academics/education/projects/webunits/adaptations/

http://www.saburchill.com/ans02/chapters/chap029.html

www.ropermountain.org

Ripley’s Aquarium Myrtle Beach, SCAlligator Adventure Myrtle Beach, SCSouth Carolina Department of Natural Resources ClassroomPresentation Project Wild (School Speaker)www.dnr.sc.gov/

Sesquicentennial State ParkColumbia, SC1-803-788-2706www.discovercarolina.com

Career ConnectionsEthologistEthologists are scientists who study animal behavior. (6-3)

NeurobiologistNeurobiologists commonly study animals that have exaggerated or specialized sensory, motor or behavioral capacities in order to learn about some aspect of neural function common to all complex animals including rats and humans. (6-3)

Invertebrate biologistInvertebrate biologists study many aspects of the biology of animals without backbones. (6-3)

Vertebrate morphologistVertebrate morphologists focus on the biology of form and structure; their perspectives include evolutionary, functional and developmental aspects. Vertebrate morphologists can act as consultants for the entertainment industry, especially animators that need to know how animals really move or may combine their training with engineering to work in industries that range from movie-making to the design and production of prosthetic devices. (6-3)

ZoologistZoologists study animals and many aspects of animal life such as behavior, diet, evolution, classification, and distribution. (6-3)

BIG IDEA- FORM AND FUNCTIONStructures, Processes, and Responses of Animals

Indicator : 6-3.1 Compare the characteristic structures of invertebrate animals

(including sponges, segmented worms, echinoderms, mollusks, and

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http://www.discovercarolina.com/

http://www.dnr.sc.gov/


arthropods) and vertebrate animals (fish, amphibians, reptiles, birds, and mammals).Taxonomy level: 2.6-B Understand Conceptual Knowledge

Essential Questions: What are the characteristics of invertebrates? What are the characteristics of vertebrates? What are similarities and differences between sponges, fish, mollusks and birds?

Previous/future knowledge: Students have previously studied animals in 2nd grade, 3rd grade, and 4th grade. In 4th grade (4-2.1) students studied vertebrate animals but not invertebrate animals. In 6th grade students will study more detail about vertebrates and will study the invertebrates in detail and determine associations between the structures of vertebrates and invertebrates. Students will focus on the study of humans in 7th grade.

It is essential for students to know that the Animal Kingdom is divided into 35 different phyla.

These phyla can be classified into two groups (vertebrates or invertebrates) based on external and internal physical characteristics.

However, all animals share several common characteristics:o Their bodies are multi-cellular.o They are heterotrophs (cannot make their own food) and must get their

energy by eating plants or other animals.o Their major functions are to obtain food and oxygen for energy, keep

their internal conditions in balance, move, and reproduce.

Vertebrates comprise only one phylum of animals. They include fish, amphibians, reptiles, birds, and mammals. Vertebrates share certain physical characteristics:

They have backbones, an internal skeleton (endoskeleton), and muscles. They have blood that circulates through blood vessels and lungs (or gills) for

breathing. They have a protective skin covering. Most have legs, wings, or fins for movement. They have a nervous system with a brain that processes information from their

environment through sensory organs.

Vertebrates differ in the way that they control their body temperature. In some (fishes, amphibians, and reptiles), their body temperature is close to that

of their environment. They are considered cold-blooded, or ectothermic. In others (birds and mammals), their body temperature stays constant regardless

of the temperature of the environment. They are called warm-blooded, or endothermic.

Examples of vertebrates include:Fish

Are cold-blooded (ectothermic); obtain dissolved oxygen in water through gills; most lay eggs; have scales; have fins; and live in water.

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Amphibians Are cold-blooded (ectothermic); most can breathe in water with gills as young,

and breathe on land with lungs as adults; go through metamorphosis; lay jelly-like eggs.

The major groups of amphibians are frogs, toads, and salamanders. Frogs and salamanders have smooth, moist skin, through which they can breathe

and live part of their life in water and part on land. Toads have thicker, bumpy skin and live on land.

Reptiles Are cold-blooded (ectothermic); breathe with lungs; most lay eggs, although in

some the eggs hatch inside the female; and have scales or plates.

Birds Are warm-blooded (endothermic); breathe with lungs; lay eggs; have feathers;

and have a beak, two wings, and two feet.

Mammals · Are warm-blooded (endothermic); breathe with lungs; most have babies that are

born live; have fur or hair; and produce milk to feed their young.

Invertebrates comprise the remaining phyla of the Animal Kingdom. They include sponges, segmented worms, echinoderms, mollusks, and arthropods. Invertebrates share certain characteristics:

They do not have backbones or internal skeletons. Some have external skeletons, called exoskeletons.

Examples of invertebrates include:Sponges

Very simple animals that have many pores (holes) through which water flows. Water moves into a central cavity and out through a hole in the top. Sponges obtain their food and eliminate wastes through this passage of water. They have specialized cells for obtaining food and oxygen from the water.

Segmented worms Have long tube-like bodies that are divided into segments. They are the simplest organisms with a true nervous system and blood contained

in vessels. A long digestive tube runs down the length of the worm’s inner body. Worms take in dissolved oxygen from the water through their skin. Examples of segmented worms may be earthworms and leeches.

Echinoderms Have arms that extend from the middle body outwards. They have tube feet that take in oxygen from the water and spines. Examples may be sea stars, brittle stars, sea cucumbers, or sea urchins.

Mollusks

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Have soft bodies; most have a thick muscular foot for movement or to open and close their shells.

They have more developed body systems than sponges or worms. They take in oxygen through gills or lungs, and some have shells. Examples may be slugs, snails, clams, and octopuses.

Arthropods Have jointed legs, segmented bodies, and some have wings. They have hard outer coverings called exoskeletons. They obtain oxygen from the air through gills or air tubes. Examples may be insects, arachnids, and crustaceans.

It is NOT necessary for students to know the classification systems for the vertebrates and invertebrates, life cycles of the various animal groups, other types of worms, other groups of invertebrates, or the major organs, systems or complete anatomy of each group of animals.

Assessment Guidelines:The objective of this indicator is to compare the characteristic structures of vertebrates and invertebrates; therefore, the primary focus of assessment should be to detect ways that these organisms are alike and different. However, appropriate assessments should also require students to identify specific invertebrate and vertebrate groups based on a description of characteristics; illustrate the different kinds of vertebrates and invertebrates by their distinctive differences; or classify an animal into a particular group based on its characteristics.


Indicator : 6-3.2 Summarize the basic functions of the structures of animals that allow

them to defend themselves, to move, and to obtain resources.Taxonomy level: 2.4-B Understand Conceptual Knowledge

Essential Questions: What structures allow animals to defend themselves? What structures allow animals to move and obtain resources?

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Previous/future knowledge: In 3rd grade (3-2.2) students explained how physical adaptations (including defense, locomotion and movement, and food obtainment) of animals allowed them to survive in their environments.

It is essential for students to know that animals have special structures that enable them to survive in their environment. These structures allow them to defend themselves, to move, and to obtain resources.

Structures for defense

These adaptations allow an animal to avoid the predator entirely. Camouflage and mimicry are examples of hiding adaptations.

Allow an animal to make a direct attack painful (for example, horns, claws, quills, stingers, or venom)

Allow an animal to change its size prevent a direct attack (for example shells, emitting smells or body fluids (ink), or mechanisms)

Allow an animal to flee or hide from predators (for example body design), sensory organs, legs (for example for speed or for jumping), wings, or light-weight skeletons (for example flight)

Allow an animal to construct holes or tunnels to run into and hide or to climb (for example paws or toenails)

Structures for movement Allow animals to move to fulfill their needs such as finding food and escaping

predators (for example legs, feet and arms, tail, fins, wings, body design, skeleton).

Structures to obtain resources Allow an animal to chew, tear, and eat its food or drink (for example mouth parts

including beaks, teeth, flexible jaws, tongues, tube-shaped) Allow an animal to grab and hold its food (for example tentacles, pincers, claws,

fangs) Allow an animal to consume food found in the water (for example filtering

structures for filter feeders in sponges or clams)

It is NOT essential for students to know the complete anatomy or any specialized structures for the various groups of animals.

Assessment Guidelines:The objective of this indicator is to summarize basic functions of structures for movement, food obtainment and defense; therefore, the primary focus of assessment should be to generalize major points about the parts of an organism that allow for these functions. However, appropriate assessments should also require students to identify

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individual structures and their primary functions; exemplify or illustrate structures using words, pictures, or diagrams; or classify structures by their function.


Indicator : 6-3.3 Compare the response that a warm-blooded (endothermic) animal makes to a fluctuation in environmental temperature with the response that a cold-blooded (ectothermic) animal makes to such a fluctuation.Taxonomy level: 2.6-B Understand Conceptual Knowledge

Essential Question: How do responses of endothermic and ectothermic animals differ in response to

environmental temperature changes?

Previous/future knowledge:In 3rd grade (3-2.2) students explained how hibernation allowed animals to survive. This is the first time students have been introduced to the concepts of endothermic and ectothermic.

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It is essential for students to know the characteristics of endothermic and ectothermic animals. Students need to be able to explain how the environmental temperature affects animals’ internal temperature. Animals that are vertebrates differ in their abilities to regulate body temperature.

Cold-blooded (Ectothermic) Animals, including fish, amphibians, and reptiles, which have an internal body

temperature that changes with the temperature of the environment. They must gain heat to perform internal activities (for example digestion) If the environment is cold, ectothermic animals become slow moving and

sluggish. Some animals must bask in the Sun (snakes or lizards) or move to a warmer area (for example some fish) before they can move about to hunt for food.

If the temperature gets too hot, a ectothermic animal must find shade or burrow in the ground to keep its body cool or die.

If an animal is cold blooded, they take on the temperature of their surroundings so they don't have to use food energy to keep warm. This means they don't have to eat as often.

Warm-blooded (Endothermic) Animals, including birds and mammals, that maintain a constant internal

temperature. An endothermic animal's body metabolism works hard to keep its body the right temperature for activity all the time.

When the outside temperature is too hot, an endothermic animal can cool off by sweating, panting, changing position, or changing location in the world. Sweating and panting work by generating heat loss through evaporating water; changing posture allows animals to control to some extent the heat absorbed from the environment around them; while changing position or location simply means seeking shade or shelter when it is too hot.

Endothermic animals must eat much more often than an ectodermic animal. For example, a lion (endothermic) eats its weight in food every seven to ten days.

It in NOT essential for students to understand the chemical processes involved with warm-blooded and cold-blooded animals.

Assessment Guidelines:The objective of this indicator is to compare responses of cold-blooded (ectothermic) and warm-blooded (endothermic) organisms to their environment; therefore, the primary focus of assessment should be to compare ectothermic to endothermic organisms. However, appropriate assessments should also require students to identify organisms that are cold-blooded and those that are warm-blooded; to exemplify responses that would occur due to changes in the environment; or classify by responses and characteristics endothermic and ectothermic organisms.

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Indicator:6-3.4 Explain how environmental stimuli cause physical responses in

animals (including shedding, blinking, shivering, sweating, panting, and food gathering).Taxonomy level: 2.7-B Understand Conceptual Knowledge

Essential Questions: What are the characteristics of invertebrates? What are the characteristics of vertebrates? What are similarities and differences between sponges, fish, mollusks and birds?

Previous/future knowledge: In 3rd grade (3-2.4) students explained how changes in habitats affect the survival of plants and animals. In 4th grade (4-2.5) students explained how an organism’s behavior is related to its environment. In 6th grade (6-3.2, 3) students studied structures that allow animals to obtain resources and compared warm-blooded and cold-blooded responses in animals.

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It is essential for students to know that animals have physical responses that are caused by environmental stimuli. Examples of animal responses to temperature changes that help maintain internal temperature include:

Sweating Sweating is an organism’s major way of getting rid of excess body heat. When sweat evaporates from the surface of the skin, it cools the animal.

Panting Panting is another way of getting rid of excess body heat. When an animal pants (breathes heavily), increased air flow causes an increase in

evaporation from the animal’s mouth and lungs, cooling the animal.

Shivering Shivering is a mammal’s mechanism to increase heat production. Shivering is an involuntary response to a drop in the temperature outside or within

the body. It is a method that the body uses to increase the rate at which energy is

transformed into heat.

Examples of common responses to changes in environmental stimuli include:Blinking

Blinking is an automatic response that helps to protect the eye. Some animals need to blink to keep their eyes covered with a tear film. This tear film serves to protect the eye from drying out and from potential infection. The blink response also serves to protect the eye from being injured if a foreign

object comes near the eye.

Food gathering The process of finding food by hunting or fishing or the gathering of seeds, berries,

or roots, may be seasonal.o Storing food: Many animals will begin to gather and store food for the winter.

Examples of such animals may be squirrels, mice, or beavers.

o Storing nutrition in the form of fat: Many animals will overeat and reduce their physical activity to conserve energy in response to environmental stimuli such as cold weather or drought. Examples of such animals may be bears, penguins, walruses, chipmunks, or ants.

It is NOT essential for students to know the chemical mechanisms for the responses studied here.

Assessment Guidelines:The objective of this indicator is to explain how environmental stimuli cause physical responses in animals; therefore, the primary focus of assessment should be to construct a cause-and-effect model of the various physical responses that animals have due to

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environmental stimuli. However, appropriate assessments should also require students to recall physical responses of various animals; summarize responses that occur due to environmental stimuli; or exemplify ways that the environment affects animals.


Indicator : 6-3.5 Illustrate animal behavioral responses (including hibernation,

migration, defense, and courtship) to environmental stimuli.Taxonomy level: 2.2-B Understand Conceptual Knowledge

Essential Questions: Why do animals use hibernation? Why do animals migrate? What specific responses to danger do animals display? What is the purpose of animal courtship?

Previous/future knowledge: Students have previously studied hibernation and animal defense in 3rd grade (3-2.2). In 4th grade (4-2.5) students explained how an organism’s behavior is related to its environment.

It is essential for students to know that a complex set of responses to stimuli is called behavior. Behavioral responses refer to how animals cope with changes in their environments. Animals may respond to environmental stimuli through behaviors that include hibernation, migration, defense, and courtship.

Hibernation As a result of cold, winter weather (stimulus) some animals will hibernate.

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Hibernation is a state of greatly reduced body activity, used to conserve food stored in the body.

Some animals hibernate for part or all of the winter. The animal's body temperature drops, its heartbeat and breathing slow down, and

it uses very little energy. Examples of hibernating animals may be ants, snakes, black bears, beavers, and

ground squirrels.

Migration Migration is the movement of animals from one place to another in response to

seasonal changes. They travel to other places where food is available. Migrating animals usually use the same routes year after year. The cycle is controlled by changes in the amount of daylight and the weather. Examples of animals that migrate are monarch butterflies, orcas, caribou, and

ducks.

Defense Defense mechanisms vary with different types of animals. Some examples are:

o Camouflage: Some animals have protective coloration to survive changes in its environment. Some animals develop their camouflage in response to the weather; for example the artic fox and snowshoe hare. They develop a white coat for the winter to blend in with the snow and a gray coat in the summer to blend in with the forest.

o Chameleons and other lizards change colors to blend into the environment to avoid predators.

o Smells: Skunks use an offensive odor in response to fear. The skunk turns the predator's sense of smell against it by issuing a stream of oily, foul smelling musk.

o Stingers: Wasps and bees use a stinger for protection when frightened or threatened.

o Ejection: The black ink cloud of an octopus is a defense mechanism because it gives the animal a chance to escape from a predator. When the horned lizard gets really scared, it shoots blood out of its eyes allowing it time to escape.

o Mimicry: When a weaker animal copies stronger animals' characteristics to warn off predators. Some animals may look like another more poisonous or dangerous animal that give it protection, such as a “false” coral snake or hawk moth caterpillar that looks like a snake. Certain moths have markings that look like eyes and some flower flies resemble black and yellow wasps that have a powerful sting and use this disguise to ward off predators.

o Grouping: This social behavior occurs when certain animals travel together in groups to protect individuals within the group or to fool a predator into thinking the group is one large organism. Examples may include herds (buffalo, zebra, cattle), packs (wolves), or schools of fish.

Courtship

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Courtship in animals is usually a behavioral process whereby adults of a species try to attract a potential mate.

Courtship behaviors ensure that males and females of the same species recognize each other.

Environmental stimuli, such as seasonal changes, will stimulate courtship. Often sensory cues (for example, chemical odor cues, sounds, or color) will serve

as courtship attractants in animals.

It is NOT essential for students to know know the chemical mechanisms for the behaviors studied here, technologies for tracking the migration of animals, or other types of animal behaviors

Assessment Guidelines:The objective of this indicator is to illustrate animal behavioral responses to environmental stimuli; therefore, the primary focus of assessment should be to give examples of animal behavioral responses (including hibernation, migration, defense, and courtship) using pictures, diagrams, or words. However, appropriate assessments should also require students to recall information about behavioral responses; explain how environmental stimuli result in animal behaviors; or summarize animal behaviors that result from environmental stimuli.


Indicator : 6-3.6 Summarize how the internal stimuli (including hunger, thirst, and

sleep) of animals ensure their survival.Taxonomy level: 2.4-B Understand Conceptual Knowledge

Essential Questions: Why do animals respond to hunger and thirst? What is the purpose of sleep in animals?

Previous/future knowledge:Students have previously studied hibernation and animal defense in 3rd grade (3-2.2). In 4th grade (4-2.5) students explained how an organism’s behavior is related to its environment. They also studied how animals use their senses to detect signals in the environment and how their behaviors are influenced by these signals. In 6th grade students should be able to summarize how these internal stimuli ensure the animal’s survival.

It is essential for students to know that animals have internal stimuli, or cues, including hunger, thirst, and sleep, that ensure their survival. Hunger

The importance of hunger is that it cues animals to eat. Animals need food for energy and, therefore, for survival.

Thirst

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The importance of thirst is that it cues animals to take in water. Animals need water since their bodies are mostly made of water.

Sleep The importance of sleepiness is that it cues the animal to sleep. Sleep is required to restore the body’s ability to function.

It is NOT essential for students to know the internal chemical mechanisms for the stimuli studied here.

Assessment Guidelines:The objective of this indicator is to summarize how the internal stimuli of animals ensure their survival; therefore, the primary focus of assessment should be to generalize the main points about internal stimuli (including hunger, thirst, and sleep) and their affects on animal behavior. However, appropriate assessments should also require students to identify internal stimuli (cues); exemplify responses to internal stimuli; or compare animals’ survival responses to internal stimuli.

BIG IDEA - FORM AND FUNCTIONStructures, Processes, and Responses of Animals

Indicator:6-3.7 Compare learned to inherited behaviors in animals.

Taxonomy level: 2.6-B Understand Conceptual Knowledge

Essential Questions: What is the difference between learned and inherited behavior? What is the difference between instinct and learned behavior? What is the purpose of a reflex response in animals?

Previous/future knowledge: Students have previously learned about behavioral adaptations in both 3rd and 4th grade. This is the first time they have had learned about inherited behaviors. In 7th grade (7-2.5, 7-2.7) students will study how genetic information is passed from parent to offspring and will distinguish inherited traits from environmental influences.

It is essential that students to know that a behavior is an activity or action, in response to changes in the environment, which helps an organism survive.Some animal behaviors result from direct observations or experiences and are called learned behaviors.

Imprinting is a behavior in which newborn animals recognize and follow the first moving object they see. Usually, this moving object is the mother. The imprinting behavior cannot be reversed.

Conditioning (which includes trial-and-error learning) is a behavior in which an animal learns that a particular stimulus and its response to that stimulus will lead

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to a good or bad result. For example, chimpanzees learn to use small sticks to dig in the soil for insects, or a child learns that touching a hot object will cause pain.

Some animal behaviors are passed from the parent to the offspring and are with the animal from birth. These are called inherited behaviors, or instincts. Some examples of instincts are:

The ability to swim, for example in whales or fish, is an inherited behavior. Whales and fish do not need to be taught how to swim.

Crying in babies is an inherited behavior that is often a response to hunger, thirst, or sleepiness.

When a snail digs a hole to lay its eggs, a bird builds a special kind of nest, or when a fiddler crab waves its claw to attract a female, the animals are acting on instinct.

It is NOT essential for students to know how inherited traits are passed from parents to offspring. This concept will be developed in 7th grade.

Assessment Guidelines:The objective of this indicator is to compare learned to inherited behaviors in animals; therefore, the primary focus of assessment should be to detect similarities and differences between behaviors that animals learn and those they are born knowing how to do. However, appropriate assessments should also require students to identify a particular behavior as learned or inherited; summarize behaviors that are learned and behaviors that are inherited; exemplify behaviors that would occur due to learning or inheritance; or classify behaviors as learned or inherited.

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GRADE 6BIG IDEA - Systems, Order, and Organization

Earth’s Atmosphere and Weather

Standard 6-4: The student will demonstrate an understanding of the relationship between Earth’s atmospheric properties and processes and its weather and climate. (Earth Science, approximately 7 weeks)

Indicators

6-4.1 Compare the composition and structure of Earth’s atmospheric layers (including the gases and differences in temperature and pressure within the layers).Essential Questions

What are the layers of the atmosphere? What are the differences between layers of the atmosphere? What gases make up the atmosphere?

6-4.2 Summarize the interrelationships among the dynamic processes of the water cycle (including precipitation, evaporation, transpiration, condensation, surface-water flow, and groundwater flow). Essential Questions

What are the parts of the water cycle? How do the parts of the water cycle differ? How does the water cycle effect the atmosphere and surface of Earth?

6-4.3 Classify shapes and types of clouds according to elevation and their associated weather conditions and patterns. Essential Questions

How are clouds formed? How are clouds classified? What are the basic types of clouds?

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6-4.4 Summarize the relationship of the movement of air masses, high and low pressure systems, and frontal boundaries to storms (including thunderstorms, hurricanes, and tornadoes) and other weather conditions.Essential Questions

What are air masses? What are weather fronts? What are weather pressure systems? How do these interact with one another? How are storms formed?

6-4.5 Use appropriate instruments and tools to collect weather data (including wind speed and direction, air temperature, humidity, and air pressure). Essential Questions

What instruments or tools collect weather data? Which instruments measure wind speed, wind direction, humidity, air

temperature and air pressure?

6-4.6 Predict weather conditions and patterns based on weather data collected from direct observations and measurements, weather maps, satellites, and radar. Essential Question

How is weather predicted using data, direct observations, and measurements?

6-4.7 Explain how solar energy affects Earth’s atmosphere and surface (land and water).Essential Question

What are the effects of solar energy on the Earth’s surface?

6-4.8 Explain how convection affects weather patterns and climate. Essential Question

What is the effect of convection on weather patterns and climate?

6-4.9 Explain the influence of global winds and the jet stream on weather and climatic conditions. Essential Question

How do global winds and the jet stream influence weather and climatic conditions?





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Big Idea - Systems, Order, and Organization

Help Page for: Earth’s Atmosphere and Weather

Standard 6-4: The student will demonstrate an understanding of the relationship between Earth’s atmospheric properties and processes and its weather and climate. (Earth Science, approximately 7 weeks)

Notes:Assessments

EXEMPLARY ASSESSMENT6-4.3 Write a short story explaining how the three basic types

of clouds are classified and the types of weather with which they are associated. Include illustrations.

Inquiry: Kit/Lab Connections

FOSS Weather and Water kit: Investigation 1, part 2; Investigation 2, part 2; Investigation 3, part 3; Investigation 5, part 3; Investigation 6, part 2-3; Investigation 7, part 1; Investigation 8, part 2, 4; Investigation 9, part 1-2 correspond with Standards: 6-4.1, 6-4.2,6-4.3, 6-4.4, 6-4.5, 6-4.6, 6-4.7, 6-4.8, 6-4.9 *also addresses 6-5.5 in Conservation of Energy

FOSS Solar Energy: 6-4.7, 6-4.8

Textbook Correlation Glencoe Science Grade 6

6-4.1: pp. 314-3176-4.2: pp. 323-3246-4.3: pp. 344-3466-4.4: pp. 348-3506-4.5: pp. 330-331, 390-391

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6-4.6: pp. 359-3616-4.7: pp. 321-3246-4.8: pp. 322-3236-4.9: pp. 326-328, 379-381Key Concepts (Vocabulary)

Atmospheric layers: troposphere, stratosphere, mesosphere, thermosphere, exosphere

Air pressure

Water cycle: precipitation, evaporation, transpiration, condensation, surface-water flow, groundwater flow

Clouds: cumulus, cirrus, stratus, cumulonimbus, fog

Air movement: air masses, fronts, low pressure system, high pressure system

Storms: thunderstorms, hurricanes, tornadoes

Weather tools: wind speed-anemometer, wind direction-wind vane, air temperature-thermometer, humidity-sling psychrometer, air pressure-barometer

Weather prediction: meteorologist, weather map, station model, isobar, isotherm, satellites, radar

Solar energy: greenhouse effect

Convection: tropical, temperate, polar convection regions, land and sea breezes, warm and cold ocean surface currents, climate

Global winds: trade winds, westerly winds, polar winds

Jet stream

Literature

Elsom, Derek (1997) Weather Explained: A Beginner’s Guide to the Elements. HoltISBN: 0-8050-4875-8This beginner’s guide captures your attention from the opening overview of weather through sections on the world’s changing climate. The information and the inviting format of this book make it required reading for anyone curious about the weather. Indicators: 6-4.8

Lauber, Patricia (1996) Hurricanes: Earth’s Mightiest Storms. ScholasticISBN: 0-590-47406-5This book is an amazing work that uses narrative very effectively in weaving the story of these powerful storms. Indicators: 6-4.4

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Kahl, Jonathan D. W. (1996) Weather Watch: Forecasting The Weather. LernerISBN: 0-8225-2529-1This book, written by a meteorologist, provides a clear, fact-filled survey of methods for observing, analyzing, and forecasting the weather. It includes directions for building a weather station using common objects. Indicators: 6-4.5

Scholastic Atlas of Weather. (2004) QA International Scholastic ReferenceISBN: 0-439-41902-6This book explains the ABC’s of weather including dust storms, hail, hurricanes, volcanoes, global warming, pollution, and the technology and tools meteorologists use.Indicators: 6-4.4, 6-4.5Technology

Supporting Web Content

Weather Wiz Kids: www.weatherwizkids.comIndicators: Covers all weather standards

Windows To The Universe: Layers of the Earth’s Atmospherehttp://www.windows.ucar.edu/tour/link=/earth/Atmosphere/layers.html&edu=midDiagrams and text are used in this website to explain the five layers of the Earth’s AtmosphereIndicators: 6-4.1

NOAA- Jetstream-An Online School for WeatherLayers of the Atmospherehttp://www.srh.noaa.gov/srh/jetstream/atmos/atmos_intro.htmUsing diagrams and text, this website explains the layers of the AtmosphereIndicators: 6-4.1

The Water Cyclehttp://www.fergusonfoundation.orgThis interactive website uses diagrams and text to explain the stages of the water cycle. From home-page go to “kids zone”.Indicators: 6-4.2

Environmental Agency

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http://www.fergusonfoundation.org/

http://www.srh.noaa.gov/srh/jetstream/atmos/atmos_intro.htm

http://www.windows.ucar.edu/tour/link=/earth/Atmosphere/layers.html&edu=mid

http://www.windows.ucar.edu/tour/link=/earth/Atmosphere/layers.html&edu=mid

http://www.weatherwizkids.com/

Water Cycle- Walter Droplet Explains the Water Cyclehttp://www.national-aquarium.co.uk/interactive/water.aspThrough animations with sound this website explains the states of the water cycle.Indicators: 6-4.2University of Illinois

Cloud Typeshttp://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/cld/cldtyp/home.rxmlUsing photos and text, this website would be an excellent teaching tool to help students classify clouds.Indicators: 6-4.3

NOAA- Jetstream- An Online School for WeatherAir Masses & Frontshttp://www.srh.weather.gov/srh/jetstream/synoptic/airmass.htmThis website would be useful in teaching the basic characteristics of air masses and front.Indicators: 6-4.4

The Weather Channelhttp://www.weather.comThis site provides current weather maps of the United States and local forecasts. It also provides hurricane tracking. Indicators: 6-4.6

Edheads- Activate your mindhttp://www.edheads.org/Lessons: Weather

Suggested Data Streaming Videos

Water Smart: The Sun, Water, And Climate (ETV Streamline SC)All Segments (15.01)This video explains the water cycle and goes beyond by encouraging students to become aware that the water cycle is far-reaching, never-ending and crucial to life.Indicators: 6-4.2

Exploring Weather: Severe Weather (ETV Streamline SC)All Segments (18:07)This program discusses the severe weather conditions that can be threatening to people and property. Thunderstorms, tornadoes, and hurricanes are highlighted in this video.Indicators: 6-4.4

Weather Smart: Forecasting and Weather Instruments

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http://www.edheads.org/

http://www.weather.com/

http://www.srh.weather.gov/srh/jetstream/synoptic/airmass.htm

http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/cld/cldtyp/home.rxml

http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/cld/cldtyp/home.rxml

http://www.national-aquarium.co.uk/interactive/water.asp

(ETV Streamline SC)All Segments (15:00)This program shows the basics of weather forecasting. Students will learn about the symbols used on weather maps. The tools and instruments that meteorologists use to detect and measure clouds, precipitation, temperature, humidity and pressure are explored. Indicators: 6-4.5

Rain or Shine: Understanding the Weather (ETV Streamline SC)All Segments (15:00)This program shows how weather predictions are made possible. Uneven air heating is analyzed. Cool and warm air masses (also called high and low pressure systems) are located on satellite photos and tracked. Cold fronts and warm fronts are explained.Indicators: 6-4.4, 6-4.6

Earth Science: Weather and Climate (ETV Streamline SC)Segments: How the Energy of Large Cities Affects Weather and Climate (3:19)This segment is about global warming and how the balance of greenhouse gases is vital in regulating the temperature of the Earth. Also it shows how humans may be disturbing this delicate balance, creating the greenhouse effect and what can be done about it.Indicators: 6-4.7Cross Curricular Opportunities

ELA – creative writing, grammar, compositionArt – drawings, diagramsMath – data collection, graphing, measurementSocial Studies – relate weather experiences to military and economic situations (i.e., WW II D-day, Dust Bowl during 1930s) Field Trip/Related Experiences

WIS-TV / meteorologist as speakerCareer Connections

Meteorologist The largest percentage of meteorologists predict the weather. Some even become television personalities, sharing their predictions on nightly newscasts. To make accurate forecasts, the meteorologist must examine air pressure,

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temperature, humidity, and wind velocity within the context of physics, mathematics, and known patterns. Satellites, radar, and weather stations placed in strategic locations provide the data the meteorologist needs to do his job. A meteorologist’s job is important because not only does the general public rely on the information he provides, but safety issues come into play as industry makes decisions based on the weather. These decisions involve travel, events, and employee safety.

Hurricane Trackers

The more we know about how strong the hurricane is, how fast it's going, and where it will hit, the more we can protect ourselves. This is the job of hurricane trackers at places like the National Hurricane Center and the Federal Emergency Management Agency. Hurricane trackers get pictures from satellites, and hurricane hunting airplanes fly right into the middle, or the "eye," of the hurricane to measure the size and strength of the storm. They also use weather ships and buoys that float in the water and send radio signals about what's going on with the wind and the water. Hurricane trackers like helping to save people's lives and homes. They especially like the challenge of fighting the storm, using math and computers against the power of rain and wind.

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BIG IDEA - Systems, Order, and OrganizationEarth’s Atmosphere and Weather

Indicator:6-4.1 Compare the composition and structure of Earth’s atmospheric layers

(including the gases and differences in temperature and pressure within the layers). Taxonomy level: 2.6-B Understand Conceptual Knowledge

Essential Questions: What are the layers of the atmosphere? What are the differences between layers of the atmosphere? What gases make up the atmosphere?

Previous/future knowledge: Students have not been introduced to the concepts of Earth’s atmosphere and its layers in previous grades. Air pressure is also a new concept. Students have encountered a study of moving “air” in 2nd and 4th grade and a study of gases in 3rd grade. These previous experiences can aide the study of the atmosphere here.

It is essential that students to know that Earth’s atmosphere is the layer of gases that surrounds the planet and makes conditions on Earth suitable for living things.

Atmospheric Layers

Earth’s atmosphere is divided into several different atmospheric layers extending from Earth’s surface outward:

the troposphere, where all weather occurs

the stratosphere, where the ozone layer is contained

the mesosphere the thermosphere the exosphere

Earth’sSurface

Space

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Atmospheric Gases

Nitrogen and Oxygen

Ozone

Water vapor and Carbon dioxide

Trace gases, for example argon

the two most common gases; found throughout all the layers

a form of oxygen found in the stratosphere

important gases for weather conditions; found in the troposphere

play an insignificant role

Atmospheric Temperatures

Differences in temperature separate the layers.

As altitude increases, temperature decreases in the troposphere

The stratosphere is cold except in its upper region where ozone is located

The mesosphere is the coldest layer

Even though the air is thin in the thermosphere, it is very hot

The cold regions of outer space extend from the exosphere

Atmospheric Pressure

The air pressure, the force exerted by the gases pushing on an object, is greatest near the surface of Earth, in the troposphere.

Air pressure decreases through the layers farther out from the surface as Earth’s pull of gravity decreases.

Troposphere

pressure

decreases

Exosphere

It is NOT essential for students to know the exact distance between each layer or the temperatures of the layers. The chemistry of the different gas particles, e.g. H2 - element, CO2 – compound is not expected at this grade level. They do not need to compare the properties of pure air with air containing particulate matter and unnatural gases, polluted air.

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Assessment Guidelines:The objective of this indicator is to compare the composition and structure of Earth’s atmospheric layers; therefore, the primary focus of assessment should be to detect similarities and differences between the layers (including the gases and differences in temperatures and pressure within the layers). However, appropriate assessments should also require students to identify common gases or the layer where weather occurs; recall where the ozone layer is located; or classify by sequencing the layers.


Indicator:6-4.2 Summarize the interrelationships among the dynamic processes of the

water cycle (including precipitation, evaporation, transpiration, condensation, surface-water flow, and groundwater flow). Taxonomy level: 2.4-B Understand Conceptual Knowledge

Essential Questions: What are the parts of the water cycle? How do the parts of the water cycle differ? How does the water cycle effect the atmosphere and surface of Earth?

Previous/future knowledge: Students have studied the water cycle process in 4th grade (4-4.1) and the formation of clouds (4-4.2). Students have also studied the physical properties of the states of matter in 5th grade (5-4.2). The addition of transpiration and the two areas of run-off are new information.

It is essential that students know that water is always moving between the atmosphere (troposphere) and surface of Earth. Each components of the water cycle process has certain conditions under which each form of precipitation develops:

Precipitation After condensation occurs (forming clouds), water droplets fall in various forms

of precipitation – rain, snow, freezing rain, sleet, or hail, depending upon weather conditions.

Temperature variations within clouds and/or within the region between the cloud and Earth allows for the various forms of precipitation.

Condensation

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Condensation happens in the atmosphere as water vapor changes to water droplets.

Clouds form as a result of condensation. Dew forms when water vapor condenses directly onto a surface; Frost forms when water vapor changes from gas directly to ice crystals on a

surface when the temperature at which condensing would take place is at the freezing point or below.

Evaporation/Transpiration Water enters the atmosphere as water vapor through evaporation and

transpiration, plants releasing water vapor.

Run-off If precipitation falls on land surfaces, it always attempts to move back toward sea

level as surface-water flow or groundwater flow. The surface that receives the precipitation determines its flow back towards sea

level.Examples are:

o Water will remain on the surface when the surface is not porous or the precipitation is falling too fast for the water to sink into the ground.

o Water will sink into the ground when the surface is porous and there is lots of space in the soil to hold the water.

It is NOT essential for students to know what happens to the individual water particles as they change from one state of matter to another.

Assessment Guidelines:The objective of this indicator is to summarize the interrelationships among the processes of the water cycle; therefore, the primary focus of assessment should be to generalize major points about the parts of the water cycle (including precipitation, evaporation, transpiration, condensation, surface-water flow, and groundwater flow). However, appropriate assessments should also require students to identify parts of the water cycle; compare one part of the water cycle with another; or illustrate parts of the water cycle using words, drawings, diagrams, or symbols.

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Indicator:6-4.3 Classify shapes and types of clouds according to elevation and their

associated weather conditions and patterns. Taxonomy level: 2.3-A, B Understand Conceptual Knowledge

Essential Questions: How are clouds formed? How are clouds classified? What are the basic types of clouds?

Previous/future knowledge: Students have been introduced to the three basic shapes of clouds in 4th grade (4-4.2) but not to elevation nor the associated weather conditions and patterns.

It is essential that students to know that clouds that form from the condensation of water vapor are classified by a basic shape and associated weather conditions and patterns. Clouds can be classified in three major groups:

Cumulus Clouds formed at medium or low elevation. Cumulus clouds are puffy with flat bottoms. When cumulus clouds are white they often signal fair weather, but when they are

darker, they may signal rain or thunderstorms.

Cirrus Clouds formed at high elevations; wispy clouds usually consisting of ice crystals

that signal fair weather or may also signal an approaching warm front.

Stratus Clouds formed at medium or low elevation; spread out layer upon layer covering

a large area

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As stratus clouds thicken, precipitation usually occurs over that area.

It is essential for students to know the names of many clouds are a combination of one of the three basic shapes and a prefix or suffix. The basic shape name can be combined with the appropriate prefix or suffix listed below as clues to the weather conditions that may result.

Combinations of those shapes can be used with nimbus, which means “rain”, for example, cumulonimbus or nimbostratus.

A cumulonimbus cloud, also called a thunderhead, is often part of thunderstorm conditions that may accompany a cold front.

The prefix alto- may also be used to indicate medium-level clouds formed at about 2-6 kilometers up into the atmosphere, for example, altocumulus or altostratus.

Clouds that form when condensation occurs at or near the ground are called fog.

It is NOT essential for students to know the details of cloud formation, condensation nuclei and dew point. Knowing the numerous combinations of cloud names is also not essential.

Assessment Guidelines:The objective of this indicator is to classify shapes and types of clouds according to elevation and their associated weather conditions and patterns; therefore, the primary focus of assessment should be to determine the cloud category based on the description. However, appropriate assessments should also require students to recognize a cloud type based on a description; illustrate cloud shapes or types through pictures or words; or compare weather conditions associated with cloud types.

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Indicator:6-4.4 Summarize the relationship of the movement of air masses, high and

low pressure systems, and frontal boundaries to storms (including thunderstorms, hurricanes, and tornadoes) and other weather conditions. Taxonomy level: 2.4-B Understand Conceptual Knowledge

Essential Questions: What are air masses? What are weather fronts? What are weather pressure systems? How do these interact with one another? How are storms formed?

Previous/future knowledge: Students have been introduced to the conditions, effects, and safety issues of severe storms in 4th grade (4-4.4) but not to their relationships with fronts and low-pressure systems. Using these concepts to make predictions is a future application at the high school level.

It is essential that students to know that the interactions between air masses, fronts and pressure systems result in various weather conditions.

Air masses Huge bodies of air that form over water or land in tropical or polar-regions. Temperature and humidity conditions (for example, warm or cold air, humid or

dry air) within the air masses as they form are important to the resulting weather conditions when air masses move.

Fronts As these air masses move and collide with each other, fronts form at the

boundaries between the air masses. Depending upon the air masses involved, a warm front, cold front, stationary

front, or occluded front can develop.

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o When a warm air mass collides and rides over a cold air mass, the resulting warm front may produce long periods of precipitation and warmer temperatures.

o When a cold air mass collides and slides under a warm air mass, the resulting cold front may produce thunderstorms and sometimes tornadoes and cooler temperatures.

o When neither a cold air mass nor a warm air mass moves at a frontal boundary, the resulting stationary front may produce long period of precipitation.

o When a cold air mass pushes into a warm air mass that is behind a cool air mass, the warm air mass is pushed up above the cooler air masses. The resulting occluded front may produce long periods of precipitation.

High/Low Pressure Systems Warm air rising or cold air sinking combined with the spinning of Earth causes

the air to spin forming high and low pressure regions.o High pressure systems usually signal more fair weather with winds

circulating around the system in a clockwise direction.o Low pressure systems with counterclockwise circulating winds often

result in rainy and/or stormy weather conditions.

Storms Severe weather conditions called storms occur when pressure differences cause

rapid air movement. Conditions that bring one kind of storm can also cause other kinds of storms in

the same area.o Thunderstorm is storm with thunder, lightning, heavy rains and strong

winds; form within large cumulonimbus clouds; usually form along a cold front but can form within an air mass.

o Tornado is a rapidly whirling, funnel-shaped cloud that extends down from a storm cloud; the very low pressure and strong winds can cause great damage to people and property; are likely to form within the frontal regions where strong thunderstorms are also present.

o Hurricane is a low pressure tropical storm that forms over warm ocean water; winds form a spinning circular pattern around the center, or eye, of the storm; the lower the air pressure at the center, the faster the winds blow toward the center of the storm.

Other Weather Conditions Since weather is a condition of Earth’s atmosphere at any time, weather

conditions may include fair weather, showers or light rain, humid conditions, clear skies with cold conditions, days of clouds and precipitation, or others that do not necessarily involve storms.

It is NOT essential for students to know the specific names of all the air masses. The specifics of the formation of severe low-pressure storms, for example, tornadoes and hurricanes, are not necessary.

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Assessment Guidelines:The objective of this indicator is to summarize the relationships of the movement of air masses, high and low pressure systems, and frontal boundaries to storms and other weather conditions; therefore, the primary focus of assessment should be to generalize the major points about these factors in their relationship to storms (including thunderstorms, hurricanes, and tornadoes) weather conditions. However, appropriate assessments should also require students to interpret a diagram or description of a front; compare the weather conditions resulting high pressure and low pressure systems; or predict the weather condition(s) along fronts or within air masses.

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Indicator:6-4.5 Use appropriate instruments and tools to collect weather data

(including wind speed and direction, air temperature, humidity, and air pressure). Taxonomy level: 3.2-C Apply Procedural Knowledge

Essential Questions: What instruments or tools collect weather data? Which instruments measure wind speed, wind direction, humidity, air

temperature and air pressure?

Previous/future knowledge: Only the barometer and sling psychrometer are new instruments to the study of weather. The others were introduced and used in 2nd and in 4th grade. (See 2-1.2, 2-3.4, 4-1.2, 4-4.5) This indicator also relates to a scientific inquiry indicator (6-1.1).

It is essential that students to know that in order to understand the conditions in weather systems and be able to make weather forecasts as precise as possible, weather data must be accurately collected.

NOTE TO TEACHER: Students must be able to use (not make) and accurately measure using the following instruments:

Anemometer A tool used to measure wind speed in miles per hour.

Wind vane A tool used to measure wind direction. Sometimes referred to as a wind-weather vane or a wind sock. Wind direction is described by the direction from which the wind is blowing.

Thermometer A tool used to measure air temperature in degrees Fahrenheit or Celsius.

Sling Psychrometer A two-thermometer instrument also referred to as a wet-dry bulb used to measure

relative humidity (the amount of water vapor in the air). Temperatures readings are converted using a relative humidity table.

Barometer A tool used to measure air pressure in inches of mercury or millibars (mb).

Rain gauge

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A tool used for measuring the amount of precipitation in inches or centimeters.

It is NOT essential for students to make any of these instruments; they need to use them to collect weather data accurately. Students do not need to know how to use a hygrometer.

Assessment Guidelines:The objective of this indicator is to use appropriate instruments and tools to collect weather data; therefore, the primary focus of assessment should be to apply a procedure to the tool that would be needed to measure wind speed, wind direction, air temperature, humidity, and air pressure. However, appropriate assessments should also require students to identify weather instruments that measure certain weather conditions; interpret the reading on the instrument for accurate data; or interpret the scale on weather instruments.

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Indicator:6-4.6 Predict weather conditions and patterns based on weather data

collected from direct observations and measurements, weather maps, satellites, and radar. Taxonomy level: 2.5-B Understand Conceptual Knowledge

Essential Questions: How is weather predicted using data, direct observations, and measurements?

Previous/future knowledge: Recording and predicting weather using these weather maps, satellite images, and radar is new to this grade – some foundational concepts were given in 4th grade (4-4.6). Fourth grade did not use these tools to predict weather.

It is essential for students to know weather conditions and patterns can be predicted based on weather data collected from various sources.

Direct Observations and Measurements Basic weather conditions can be observed and/or measured (using the instruments

listed in 6-2.5) or obtained from meteorologists at national weather data collection sites.

In order to make weather predictions, the data should be collected on a regular basis over a period of time.

This allows for the development of patterns in weather conditions from the analysis of the data.

For example, a hurricane’s path can be predicted using data on its position over time (plotted on a hurricane tracking map), thereby allowing meteorologists to make predictions concerning the possible warnings to land areas in the hurricane’s path.

Weather maps Weather maps can help predict weather patterns by indicating high or low

pressure systems (isobars), movement of air masses and fronts, or temperature ranges (isotherms).

Station models from specific locations provide information that can also be used to predict weather patterns.

Information found on a station model can include cloud cover, temperature (85°F), wind direction and speed, precipitation (* - snow, ● – rain), or barometric pressure (1002 mb). 85 1002

Satellites

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Satellite images are used for seeing cloud patterns and movements. For example, hurricane clouds and movement can be observed using satellite

images.

Radar Radar images can be used to detect cloud cover, rainfall or storm location,

intensity, and movement, as well as the potential for severe weather (for example, hurricanes or tornadoes).

It is NOT essential for students to know how to draw weather maps or isobar or isotherm lines. Students do not need to identify other information found on a station model such as the types of clouds, dew point, types of precipitation (other than snow or rain), or change in barometric pressure.

Assessment Guidelines:The objective of this indicator is to predict weather conditions and patterns based on weather data collected from direct observations and measurements, weather maps, satellites, and radar; therefore, the primary focus of assessment should be to take the presented material from direct observations and measurements, from weather maps, satellite images, and radar and use that information to show what might happen to local or national weather conditions. However, appropriate assessments should also require students to interpret a weather map, station model, or hurricane tracking map; compare a series of weather maps to show patterns or weather system movement; or identify weather symbols commonly found on weather maps.

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Indicator:6-4.7 Explain how solar energy affects Earth’s atmosphere and surface

(land and water). Taxonomy level: 2.7-B Understand Conceptual Knowledge

Essential Questions: What are the effects of solar energy on the Earth’s surface?

Previous/future knowledge: This indicator contains new conceptual material. It can be reinforced with concepts in standard 6-5 where solar energy sources and properties are identified (6-5.1), where energy transformation is explained (6-5.2) and where heat energy transfer is illustrated (6-5.5). In high school Earth Science students will further study the effects human activities have had on the atmosphere due to excess greenhouse gases, ozone depletion, and photochemical smog (ES-4.7)

It is essential for students to know that the driving energy source for heating of Earth and circulation in Earth’s atmosphere comes from the Sun and is known as solar energy. Some of the Sun’s energy coming through Earth’s atmosphere is reflected or absorbed by gases and/or clouds in the atmosphere.

The land heats up and releases its heat fairly quickly, but water needs to absorb lots of solar energy to warm up. This property of water allows it to warm more slowly but also to release the heat energy more slowly. It is the water on Earth that helps to regulate the temperature range of Earth’s atmosphere.

Solar energy that is absorbed by Earth’s land and water surfaces is changed to heat that moves/radiates back into the atmosphere (troposphere) where the heat cannot transmitted through the atmosphere so it is trapped, a process known as the greenhouse effect.

It is not essential for students to know the electromagnetic spectrum as part of solar (radiant) energy. Students do not have to explain the greenhouse effect in its negative terms based on excess greenhouse gases in the atmosphere.

Assessment Guidelines:The objective of this indicator is to explain how solar energy affects Earth’s atmosphere and surface (land and water); therefore, the primary focus of assessment should be to construct a cause-and-effect model of solar energy’s impact on Earth’s atmosphere and on the land and water surfaces. However, appropriate assessments should also require students to summarize the process known as the greenhouse effect; or identify factors in the atmosphere that would either reflect or absorb solar energy.

BIG IDEA - Systems, Order, and Organization

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Earth’s Atmosphere and Weather

Indicator:6-4.8 Explain how convection affects weather patterns and climate Taxonomy level: 2.7-B Understand Conceptual Knowledge

Essential Questions: What is the effect of convection on weather patterns and climate?

Previous/future knowledge: This indicator contains new conceptual material. It can be reinforced with concepts in standard 6-5.6 where heat energy transfer is illustrated.

It is essential for students to know that because warm air near Earth’s surface rises and then cools as it goes up, a convection current is set up in the atmosphere. There are three atmospheric convection areas in the northern hemisphere and three in the southern hemisphere.

The tropical region begins at the equator and extends to the about 30 degrees north latitude;

The temperate region extends from there to about 60 degrees north latitude, and The polar region extends from there to the North Pole, 90 degrees north latitude.

NOTE TO TEACHER: Students will focus their understanding on the northern hemisphere convection regions, or cells:

Convection happens on a global scale in the atmosphere and causes global winds. These winds then move weather systems and surface ocean currents in particular directions.

Due to the spinning of Earth, the weather systems in these regions move in certain directions because the global wind belts are set up (6-4.9).

On a smaller scale, convection currents near bodies of water can cause local winds known as land and sea breezes.

The surface currents of Earth’s oceans that circulate warm and cold ocean waters in convection patterns also influence the weather and climates of the landmasses nearby.

The warm Gulf Stream current water influences the eastern Atlantic shoreline of the United States, while the cold California current influences its western Pacific shoreline.

Because of the unequal heating of Earth, climate zones (tropical, temperate, and polar) occur.

Since temperature is a major factor in climate zones, climate is related to:o the convection regions at various latitudes,o temperature differences between the equator and the poles, and alsoo warm and cold surface ocean currents.

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It is NOT essential for students to locate, classify, or identify the characteristics of various global climate regions. This indicator is not a complete study on the conditions related to climate. Climate is only related as an effect of global convection.

Assessment Guidelines:The objective of this indicator is to explain how convection affects weather patterns and climate; therefore, the primary focus of assessment should be to construct a cause-and-effect model of convection’s impact on Earth’s convection regions, global winds, ocean surface currents, and climate. However, appropriate assessments should also require students to interpret diagrams related to convection; compare convection regions to the global wind belts; or identify the convection regions or ocean currents that influence climate along the coasts of the United States.

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Indicator:6-4.9 Explain the influence of global winds and the jet stream on weather

and climatic conditions. Taxonomy level: 2.7-B Understand Conceptual Knowledge

Essential Questions: How do global winds and the jet stream influence weather and climatic

conditions?

Previous/future knowledge: This indicator contains new conceptual material. Students will expand on this knowledge in high school Earth Science as they then develop understanding of the Coriolis Effect and also look at the causes and evidence for global climate changes. Student will also then study geographic influences attributed to global climate patterns.

It is essential for students to know that global winds are found in each convection region (6-4.8).

Because convection cells are in place in the atmosphere and Earth is spinning on its axis, these global winds appear to curve. This is known as the Coriolis effect.

In the global wind belt regions, the prevailing direction of the winds and how air movement in these large regions affects weather conditions.

Global winds The trade winds blow from east to west in the tropical region moving warm

tropical air in that climate zone. The prevailing westerly winds blow from west to east in the temperate region. The temperate zone temperatures are affected most by the changing seasons, but

since the westerly wind belt is in that region, the weather systems during any season move from west to east. Since the United States is in the westerly wind belt, the weather systems move across the country from west to east.

Tropical weather systems, for example hurricanes, are moved in the prevailing direction of the trade winds. If they enter the westerly wind belt, they are often turned, and move in the direction of that prevailing system.

The polar winds blow northeast to west in the polar region moving cold polar air in that climate zone from the poles toward the west.

Jet stream A fast-moving ribbon of air that moves from west to east in the Northern

Hemisphere around Earth. It dips and bends and constantly changes positions. As these changes occur, air masses and weather systems in its path are moved

along by the fast moving air. The polar jet stream can bring down cold polar conditions from the north. The subtropical jet stream can bring warm tropical conditions from the south (in

the northern hemisphere).

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It is NOT essential for students to explain the cause of the jet stream or the global wind belts. The effects of latitude, topography, and elevation on climate patterns are not included in this indicator.

Assessment Guidelines:The objective of this indicator is to explain the influence of global winds and the jet stream on Earth’s weather and climatic conditions; therefore, the primary focus of assessment should be to construct a cause-and-effect model of how weather and climatic conditions are moved by global winds and also how the jet stream moves weather systems in the Northern Hemisphere. However, appropriate assessments should also require students to interpret diagrams related to global winds or the jet stream; compare the movement of weather systems between the global wind belts; identify the wind belts and their prevailing wind directions; or recall the curving of global winds as the Coriolis effect.

GRADE 6BIG IDEA - Systems, Order, and Organization

Conservation of Energy

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Standard 6-5: The student will demonstrate an understanding of the law of conservation of energy and the properties of energy and work. (Physical Science, approximately 7 weeks)

Indicators

6-5.1 Identify the sources and properties of heat, solar, chemical, mechanical, and electrical energy.Essential Questions

What are the sources of heat, solar, chemical, mechanical, and electrical energy? What are the properties of heat, solar, chemical, mechanical, and electrical

energy?

6-5.2 Explain how energy can be transformed from one form to another (including the two types of mechanical energy, potential and kinetic, as well as chemical and electrical energy) in accordance with the law of conservation of energy.Essential Questions

What is potential energy? What is kinetic energy? How can energy change from one form to another according to the law of

conservation of energy?

6-5.3 Explain how magnetism and electricity are interrelated by using descriptions, models, and diagrams of electromagnets, generators, and simple electrical motors.Essential Question

How are electromagnets similar and different from electric motors and generators?

6-5.4 Illustrate energy transformations (including the production of light, sound, heat, and mechanical motion) in electrical circuits.Essential Question

How does and electrical circuit produce production of light, sound, heat, and mechanical motion?

6-5.5 Illustrate the directional transfer of heat energy through convection, radiation, and conduction.Essential Question

How does heat transfer through the processes of convection, radiation, and conduction?

6-5.6 Recognize that energy is the ability to do work (force exerted over a distance).Essential Questions

What is the scientific definition of work? What are the requirements for work having been done on an object?

6-5.7 Explain how the design of simple machines (including levers, pulleys, and inclined planes) helps reduce the amount of force required to do work.

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Essential Questions What are the six simple machines? How does a simple machine help reduce the amount of force required to do work? How does the increase in distance by a system machine decrease the amount of

force required to move an object?

6-5.8 Illustrate ways that simple machines exist in common tools and in complex machines.Essential Question

What are examples of simple machines that exist in common tools and within complex machines?





6-1.2 Differentiate between observation and inference during the analysis and interpretation of

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data.6-1.3 Classify organisms, objects, and materials according to their physical characteristics by

using a dichotomous key. 6-1.4 Use a technological design process to plan and produce a solution to a problem or a

product (including identifying a problem, designing a solution or a product, implementing the design, and evaluating the solution or the product).


GRADE 6Big Idea - Systems, Order, and Organization

Help Page for: Conservation of Energy

Standard 6-5 The student will demonstrate an understanding of the law of conservation of energy and the properties of energy and work (Physical Science, approximately 7 weeks ) .

Notes:

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AssessmentsEXEMPLARY ASSESSMENT

6-5.7 & 6-5.8 With a partner, create a newspaper front page with articles illustrating simple machines and common tools used in everyday life.

6-5.3 & 6-5.4 STC Kit: Energy, Machines, and Motion Lesson 10 “Performance Assessment.”

Inquiry: Kit/Lab Connection

STC Energy, Machines, and Motion: Lessons 1, 2, 3, 4, 5, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22 correspond with Standards 6-5.1, 6-5.2, 6-5.4, 6-5.6, 6-5.7, 6-5.8

STC Magnets and Motors: 6-5.3, 6-5.4

FOSS Levers and Pulleys: 6-5.6, 6-5.7, 6-5.8

FOSS Solar Energy: 6-5.1, 6-5.2Textbook Correlation Glencoe Science Grade 6

6-5.1: pg. 404-406, 419-420, 4456-5.2: pg. 408-413, 417-4196-5.3: pg. 525-528, 5306-5.4: pg. 498-499, 502-504, 5286-5.5: pg. 439-4426-5.6: pg. 460, 462, 4696-5.7: pg. 466-468, 472-4776-5.8: pg. 471-477, 480

Key Concepts (Vocabulary)

Sources and properties of types of energy: heat, solar, chemical, mechanical, electrical

Types of mechanical energy: potential and kinetic energyEnergy transformation: law of conservation of energyInterrelationship of electricity and magnetism: electromagnets,

generators, simple electric motorsEnergy transformation in electric circuits: light, sound, heat, mechanical motionHeat energy transfer: convection, radiation, conductionEnergy = Work= force exerted over distanceSimple machines: levers, pulleys, inclined planes, common

tools, complex machines

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Literature

Bartholomew, A. (2002) Electric Mischief: Battery-Powered Gadgets Kids Can Build. Toronto,Canada. Kids Can Press. ISBN 1550749234Electric Al shows kids how to make their very own electric backscratcher, illuminated fork and more kooky creations using step-by-step instructions and easy-to-follow illustrations. The book features information on battery connections and switches as well as lots of ideas for building on the basics. (6-5.4, 6-5.2)

Bloomfield, L. (2005) How Things Work: The Physics of Everyday Life. Boston, MA. John Wiley and Sons.ISBN: 047146886XThis book conveys an understanding and appreciation for physics by finding physics concepts and principles within the familiar objects of everyday experience. The book includes information on simple machines, force and energy. (6-5.6, 6-5.7, 6-5.8)

Farndon, John. (2002) Energy. Salt Lake, UT. Benchmark Books ISBN: 07614-1469-XSeveral classic science experiments are included in this book with clear explanations of the activities. (6-5.1)

Karpelenia, J. (2004) Heat. Logan, IA. Perfection LearningISBN: 0-7569-4449-XPresents a study of heat energy and how it works and discusses the sources of heat, how heat changes things, temperature, radiation, convection and conduction, and body heat. (6-5.4, 6-5.5)

Oxlade,C. (2000) Machines. Baltimore, MD. Ottenheimer PublishersISBN: 1-84215-085-5Explains how nineteen kinds of simple and complex machines work and presents step-by-step, photo-illustrated instructions for twenty-three related projects. (6-5.7, 6-5.8)

Parker, S. (2000) Electricity and Magnetism. Orlando, FL. Raintree.ISBN: 0-7398-1010-3Information in the form of charts, diagrams, and photographs is presented here that clearly illustrates the concepts of electricity and magnetism. (6-5.3)

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Richard, J. (2005) Work and Simple Machines. Mankato, MN. Stargazer BooksISBN: 1-932799-64-8Uses simple experiments to explore wheels, pulleys, levers, friction, and lift in terms of inventions and discoveries underlying the modern mechanical world. (6-5.5, 6-5.7)

Sanders, N. (2004) Energy Transfers. London: Orlando, FL. Raintree.ISBN: 1-41090-494-6An excellent explanation of energy transfers is provided in this book. Some of the forms of energy which are discussed include gravitational, chemical, electric, and nuclear energy. (6-5.2)

Thomas, K. (2004) How Baseball Works. New York, NY. Firefly BooksISBN 1894379616Using a great mix of illustrations and photographs, this seven-chapter book explains the physical science concepts embedded within the game of baseball.(6-5.1, 6-5.6, 6-5.7)

Wells, R. (1996) How do you Lift a Lion? Morton Grove, IL. Albert Whitman & Co.ISBN:0-8075-3419-6650LHow would you lift a Lion? Pull a Panda? You could do it with three simple machines, levers, pulleys, and wheels. This book presents several physical science concepts about simple machines in an informative way. (6-5.7)

Technology

Supporting Content Websites

American Association for the Advancement of Sciencehttp://www.kineticcity.com/controlcar/activity.php?virus=enervia&act=4Different kinds of energy have different advantages. Some are cheap, some are safer for the environment, and some are very efficient. Usually, though, you can’t get all three. In this game, your job is to provide power for a gigantic city. But you need to do it without running out of money or ruining the environment. (6-5.1, 6-5.3, 6-5.4)

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http://www.kineticcity.com/controlcar/activity.php?virus=enervia&act=4

http://www.kineticcity.com/controlcar/activity.php?virus=enervia&act=4

BBChttp://www.bbc.co.uk/schools/scienceclips/ages/10_11/forces_action.shtmlThis website gives students the opportunity to experiment with forces. An online quiz assesses basic concepts about forces. (6-5.6)

California Energy Commissionhttp://www.energyquest.ca.gov/This website provides numerous resources about types of energy and energy conservation. It includes teacher and parent resources, puzzles, games and energy stories. (6-5.1, 6-5.2, 6-5.3, 6-5.4)

http://www.edheads.org/activities/simple-machines/This website contains a variety of interactive activities about Simple Machines. Explore a house and a tool shed to discover simple machines. (6-5.8)

http://volweb.utk.edu/Schools/sullivan/colonial/electricity.htmlThis webquest is designed to explore conductors and insulators, series and parallel circuits, electric charge, electrical current, electrical safety, electrical power and fossil fuels. (6-5.1, 6-5.2, 6-5.3, 6-5.4)

http://edtech.kennesaw.edu/web/electric.htmlThis site contains several links to a variety of websites about electricity. It also includes activities and lesson plans. (6-5.1, 6-5.2, 6-5.3, 6-5.4)

Intelhttp://www97.intel.com/en/ProjectDesign/UnitPlanIndex/InventAMachine/ This an exemplary Intel Teach to the Future Unit in which students study the concepts of force, motion, and work as they analyze simple machines. They study the simple machines in complex machines, and track the transfer of force from input (effort) to output (work). In a design challenge, students become inventors and identify work they want to perform, and invent a labor-saving machine to do the job. The design steps of planning, drafting, construction, troubleshooting, and reliability testing are followed before students unveil their wonderful inventions to an awed crowd. (6-5.6, 6-5.7, 6-5.8)

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http://www97.intel.com/en/ProjectDesign/UnitPlanIndex/InventAMachine/

http://www97.intel.com/en/ProjectDesign/UnitPlanIndex/InventAMachine/

http://edtech.kennesaw.edu/web/electric.html

http://volweb.utk.edu/Schools/sullivan/colonial/electricity.html

http://www.edheads.org/activities/simple-machines/

http://www.energyquest.ca.gov/

http://www.bbc.co.uk/schools/scienceclips/ages/10_11/forces_action.shtml

http://www.bbc.co.uk/schools/scienceclips/ages/10_11/forces_action.shtml

National Energy Education Development Projecthttp://www.eia.doe.gov/kids/energyfacts/science/formsofenergy.htmlThis site contains information about forms of energy, conservation of energy, and energy efficiency. (6-5.1, 6-5.2, 6-5.4)

Thinkquesthttp://library.thinkquest.org/20331/The website discusses different types of energy, potential and kinetic energy and conservation of energy. The energy crisis is described as well as alternative sources of energy. (6-5.1, 6-5.2, 6-5.4)

PhET Simulationshttp://phet.colorado.edu/web-pages/simulations-base.html6-5.1, 6-5.2, 6-5.3, 6-5.4

Edheads- Activate your mindhttp://www.edheads.org/Lessons: The odd machine, Simple Machines

Suggested Streamline Video

Getting to Know EnergyETV Streamline SCSegment 4: Forms of Energy Examples of different types of energy and examples and explanations of types of energy, including, heat, solar, chemical, electrical, and mechanical energy. (6-5.1, 6-5.4)05.58 to 15.58

Segment 5: Potential and Kinetic EnergyGood examples of energy transformations and a through description of potential and kinetic energy. (6-5.2, 6-5.4)15.09 to 19.25

Junior Electrician: Current ElectricityETV Streamline SCSegment 1: IntroductionThis segment gives many examples of the ways in which electricity is used and how energy transformation powers every day objects. (6-5.3)0:00 to 1:25Segment 6: ElectromagnetsProvides a demonstration of how an electromagnet is made. (6-

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http://www.edheads.org/

http://phet.colorado.edu/web-pages/simulations-base.html

http://library.thinkquest.org/20331/

http://www.eia.doe.gov/kids/energyfacts/science/formsofenergy.html

http://www.eia.doe.gov/kids/energyfacts/science/formsofenergy.html

5.3)9:56 to 11:09

Getting to Know ElectricityETV Streamline SCSegment 8: ElectromagnetismThis segment shows the relationship between electricity and magnetism to create electromagnets. (6-5.3)8:30 to 10:45

Electricity and Magnetism: Magic of MagnetsETV Streamline SC

Segment 3: Electromagnets Describes the discovery of electromagnets and how electromagnets are made. The science behind electromagnets is also examined. (6-5.3)7:39 to 10:11

Segment 4: Electricity from MagnetismThis segment provides a historical background of the discovery of electricity from magnets. The segment also shows how electricity can be created from magnetism and the applications of this process. (6-5.3)10:12 to 11:56Cross Curricular Opportunities

ELA- expository writing, creative writing, grammar, compositionArt – diagrams, drawingsMath – data collection, graphing, measurementSocial Studies - use of simple machines in ancient civilizations

Field Trip/Related Experiences

Roper Mountain Science Center Greenville, SC1-864-355-8900www.ropermountain.orgCareer ConnectionsElectrical EngineerAn electrical engineer designs, develops, and tests the manufacturing and installation of electrical equipment, components, or systems. An electrical engineer may work in industry, the military or in scientific research. An electrical engineer plans and implements research methodology and procedures to apply principles of electrical theory to engineering

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projects.

ElectricianAn electrician installs, maintains, and repairs electrical wiring, equipment, and fixtures. They use their knowledge of circuits to make sure that all the electric wiring in your house is safe and does not catch fire. They also will “string” wires from an electric generating plant to give electric power to houses, schools and businesses.

Heating MechanicHeating mechanics and installers—also called technicians—install, maintain, and repair heating and ventilation systems. Heating mechanics and installers are adept at using a variety of tools, including hammers, wrenches, metal snips, electric drills, pipe cutters and benders, measurement gauges, and acetylene torches, to work with air ducts. They use voltmeters, thermometers, pressure gauges, and other testing devices to check airflow, electrical circuits, burners, and other components.

Mechanical EngineerMechanical engineers research, develop, design, manufacture, and test tools, engines, machines, and other mechanical devices. They work on power-producing machines such as electric generators, internal combustion engines, and steam and gas turbines. Mechanical engineers also design tools that other engineers need for their work.

PhysicistPhysicists explore and identify basic principles and laws governing motion and gravity, the generation and transfer between energy, and the interaction of matter and energy. Physicists design and perform experiments with lasers, telescopes, mass spectrometers, and other equipment. On the basis of their observations and analysis, they attempt to discover and explain laws describing the forces of nature, such as gravity, electromagnetism, and nuclear interactions. Physicists also find ways to apply physical laws and theories to problems in electronics, optics, communications, aerospace technology, and medical instrumentation.

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BIG IDEA - Systems, Order, and OrganizationConservation of Energy

Indicator:6-5.1 Identify the sources and properties of heat, solar, chemical, mechanical, and electrical energy. Taxonomy level: 1.1-B Understand Conceptual Knowledge

Essential Questions: What are the sources of heat, solar, chemical, mechanical, and electrical energy? What are the properties of heat, solar, chemical, mechanical, and electrical

energy?

Previous/future knowledge: Students have been introduced to the concepts of sources of heat and how heat moves by conduction in 3rd grade (3-4.3 and 3-4.4). In 5th grade, students have been introduced the concept of matter being composed of very small particles (5-4.1) that can form new substances when they are mixed (5-4.7) and to the concepts of motion and position (5-5.2). Students have not been introduced to the term “energy,” or to other forms of energy besides heat in previous grades. Students will further develop the concept of energy traveling in waves in 8th grade (8-6.8).

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It is essential that students to know that energy can be in many different forms. Students should know sources and properties of the following forms of energy:

Heat Energy Heat energy is the transfer of thermal energy (energy that is associated with the

motion of the particles of a substance). Remember that all matter is made up of particles too small to be seen (5th grade). As heat energy is added to a substance, the temperature goes up indicating that the

particles are moving faster. The faster the particles move, the higher the temperature.

Material (wood, candle wax) that is burning, the Sun, and electricity are sources of heat energy.

Solar energy Solar energy is the energy from the Sun, which provides heat and light energy for

Earth. Solar cells can be used to convert solar energy to electrical energy. Green plants use solar energy during photosynthesis (6-2.7) to produce sugar,

which contains stored chemical energy. Most of the energy that we use on Earth originally came from the Sun.

Chemical energy Chemical energy is energy stored in particles of matter. Chemical energy can be released, for example in batteries or sugar/food, when

these particles react to form new substances.

Electrical energy Electrical energy is the energy flowing in an electric circuit. Sources of electrical energy include: stored chemical energy in batteries; solar

energy in solar cells; fuels or hydroelectric energy in generators.

Mechanical energy Mechanical energy is the energy due to the motion (kinetic) and position

(potential) of an object. When objects are set in motion or are in a position where they can be set in motion, they have mechanical energy.

o Mechanical Potential energy: Potential energy is stored energy. Mechanical potential energy is related to the position of an object. A stretched rubber band has potential energy. Water behind a dam has potential energy because it can fall down the dam.

o Mechanical Kinetic energy: Kinetic energy is the energy an object has due to its motion.

NOTE TO TEACHER: Other types of energy can also be classified as potential and kinetic, but 6th grade students are only responsible for kinetic and potential mechanical energy.

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It is NOT essential for students to know the terms chemical reactions or changes for chemical energy. They also do not need to know about electrons associated with electrical energy. The concept of nuclear energy will be addressed in high school.

Assessment Guidelines:The objective of this indicator is to identify the sources and properties of heat, solar, chemical, mechanical, and electrical energy; therefore, the primary focus of assessment should be to recall sources and properties of the forms of energy listed. However, appropriate assessments should also require students to recognize forms of energy by their sources.


Indicator:6-5.2 Explain how energy can be transformed from one form to another

(including the two types of mechanical energy, potential and kinetic, as well as chemical and electrical energy) in accordance with the law of conservation of energy. Taxonomy level: 2.7-B Understand Conceptual Knowledge

Essential Questions: What is potential energy? What is kinetic energy? How can energy change from one form to another according to the law of

conservation of energy?

Previous/future knowledge: Students have not been introduced to the concept of energy transformation in previous grades. Students will further develop these concepts in high school Physical Science.

It is essential that students to know that the Law of Conservation of Energy states that energy cannot be created or destroyed. It may be transformed from one form into another, but the total amount of energy never changes. Energy can be changed from one form to another as follows:

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Mechanical energy transformationsThe mechanical energy that an object has may be kinetic energy or potential energy or some combination of the two. Energy transformations can occur between the two types of mechanical energy.

Examples of potential kinetic mechanical transformations might include: When water is behind a dam, it has potential energy. The potential energy of the

water changes to kinetic energy in the movement of the water as it flows over the dam.

When a rubber band is stretched, kinetic energy is transformed into potential energy.

When a stretched rubber band is released its potential energy is transformed into kinetic energy as the rubber band moves.

When a book is lifted to a shelf, kinetic energy is transformed into potential energy.

If the book falls off the shelf the potential energy is transformed to kinetic energy.

It is essential for students to understand situations when potential energy is greater and when kinetic energy is greater.Mechanical energy transformations may involve other kinds of energy. Examples might include:

When the book in the example above hits the floor the kinetic energy is transformed into other forms of energy such as sound and heat.

The water that runs over the dam might be used to power an electric generator and thus the mechanical energy associated with the water can be transformed into electrical energy.

The water was behind the dam because the energy from the sun evaporated water and deposited it at a higher elevation so that it could flow down hill thus solar energy was transformed to potential mechanical energy.

Transformations may occur between any of the various types of energy but the energy itself is always around in some form. It is never lost. Examples might include:

Green plants transform the Sun’s energy into food which is a form of stored chemical energy.

Animals use chemical energy from food to move. The chemical energy in the food is transformed to mechanical energy.

Carbon-based fuels are all derived from of the bodies of plants and/or animals. When carbon based fuels (wood, natural gas, petroleum, or coal) are burned, the chemical energy which is transformed to heat energy.

The heat energy from fuels can be transformed to electrical energy at a power plant.

In an electric circuit the electrical energy can be transformed into many different types of energy such as mechanical, sound, light, and heat. (See Indicator 6-5.4)

All of the energy from the electric circuit eventually changes to another form, much of it heat energy. The energy from all of these transformations still exists. The total amount of energy is conserved.

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It is NOT essential for students to know the formulas for potential energy and kinetic energy. Students do not need to know the chemical equation for photosynthesis.

Assessment Guidelines:The objective of this indicator is to explain how energy can be transformed from one form to another in accordance to the law of conservation of energy; therefore, the primary focus of assessment should be to construct a cause-and-effect model of how energy transformations follow the Law of Conservation of Energy. However, appropriate assessments should require students to; interpret diagrams or illustrations related to energy transformations; or summarize energy transformations and how the Law of Conservation of Energy applies.


Indicator:6-5.3. Explain how magnetism and electricity are interrelated by using

descriptions, models, and diagrams of electromagnets, generators, and simple electrical motors. Taxonomy level: 2.7-B Understand Conceptual Knowledge

Essential Questions: How are electromagnets similar and different from electric motors and

generators?

Previous/future knowledge: Students have been introduced to the concept of electromagnets in 4th grade (4-5.9). Students have not been introduced the concept generators and simple electrical motors in previous grade levels. Students will further develop the concepts of electromagnets, generators, and simple electrical motors in 9th grade Physical science (PS-6-11).

It is essential that students to know that magnetism is the force of attraction or repulsion of magnetic materials.

Surrounding a magnet is a magnetic field that applies a force, a push or pull, without actually touching an object.

An electric current flowing through a wire wrapped around an iron core forms a magnet.

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A coil of wire spinning around a magnet or a magnet spinning around a coil of wire can form an electric current.

Examples of how magnetism and electricity are interrelated can be demonstrated by the following devices:

Electromagnets: An electromagnet is formed when a wire in an electric circuit is wrapped around

an iron core producing a magnetic field. The magnet that results loses its magnetism if the electric current stops flowing.

Generators A generator produces an electric current when a coil of wire wrapped around an

iron core is rotated near a magnet. Generators at power plants produce electric energy for our homes. A generator contains coils of wire that are stationary, and rotating magnets are

rotated by turbines. Turbines are huge wheels that rotate when pushed by water, wind, or steam.

Thus mechanical energy is changed to electrical energy by a generator. Smaller generators may be powered by gasoline.

Simple electric motors An electric motor changes electrical energy to mechanical energy. It contains an electromagnet that rotates between the poles of a magnet. The coil of the electromagnet is connected to a battery or other source of electric

current. When an electric current flows through the wire in the electromagnet, a magnetic

field is produced in the coil. Like poles of the magnets repel and unlike poles of the magnets attract. This causes the coil to rotate and thus changes electrical energy to mechanical

energy. This rotating coil of wire can be attached to a shaft and a blade in an electric fan.

It is NOT essential for students to know components of generators or motors, the difference between AC and DC generators, or the function of a transformer. Understanding of how a magnetic field is produced is also not essential.

Assessment Guidelines:The objective of this indicator is to explain how electricity and magnetism are interrelated by using descriptions, models and diagrams of electromagnets, generators, and simple electrical motors; therefore, the primary focus of assessment should be to construct a cause-and-effect model of how electricity and magnetism are interrelated. However, appropriate assessments should also require students to interpret diagrams of electromagnets, generators, or electric motors showing how electricity and magnetism are interrelated; summarize information about how electricity and magnetism are interrelated using diagrams, models, and descriptions of devices; compare devices based on how they interrelate electricity and magnetism; or recognize devices based on their functions.

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Indicator:6-5.4 Illustrate energy transformations (including the production of light,

sound, heat, and mechanical motion) in electrical circuits. Taxonomy level: 2.2-B Understand Conceptual Knowledge

Essential Questions: How does an electrical circuit produce production of light, sound, heat, and

mechanical motion?

Previous/future knowledge: Students have been introduced to the concept of electric circuits in 4th grade (4-5.6 and 4-5.7) and how electricity can be transformed into other forms of energy for example light, heat, and sound. Students have not been introduced to the term “mechanical motion” in previous grade levels. Students will further develop the concept of energy transformations in 9th grade Physical Science (PS-6.1).

It is essential that students to know that electrical energy can be transformed to light, sound, heat, and mechanical motion in an electric circuit.

An electric circuit contains a source of electrical energy, a conductor of the electrical energy (wire) connected to the energy source, and a device that uses and transforms the electrical energy.

All these components must be connected in a complete, unbroken path in order for energy transformations to occur.

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The electrical energy in circuits may come from many sources including: The electrical energy in a battery comes from stored chemical energy. The electrical energy in a solar cell comes from light energy from the sun. The electrical energy in outlets may come from chemical energy (burning fuels)

which powers a generator in a power plant.

Electrical energy can be transformed to other forms of energy in a circuit.Light

Electrical energy can be transformed into light energy in an electric circuit if a light bulb is added to the circuit.

The transformation in this case might be that chemical energy in a battery is transformed into electrical energy in the circuit which is transformed into light and heat energy in the light bulb.

Sound Electrical energy can be transformed into sound energy in an electric circuit if a

bell, buzzer, radio, or TV is added to the circuit. The transformation in this case might be that chemical energy in a battery is

transformed into electrical energy in the circuit which is transformed into sound energy by the buzzer.

Heat Electrical energy can be transformed into heat energy in an electric circuit if a

toaster, stove, or heater is added to the circuit. The transformation in this case might be that chemical energy from the fuel at the

power plant is transformed into heat energy which is transformed into mechanical energy to turn a generator.

The generator transforms the mechanical energy into electrical energy. Then the electrical energy in the circuit is transformed into heat energy in the

heater.

Mechanical motion Electrical energy can be transformed into the energy of mechanical motion if a

fan or motor is added to the circuit. Transformation in this case might be that chemical energy in a battery is

transformed into electrical energy in the circuit which is transformed into the energy of mechanical motion by the fan or motor.

A generator in a circuit can change mechanical motion into electrical energy. The transformation in this case might be that chemical energy from the fuel at a power plant is transformed into heat energy which is transformed into mechanical energy to turn a generator. The generator transforms the mechanical energy into electrical energy. This is the source of energy in electric outlets.

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It is NOT essential for students to know the mechanisms of energy transformation, only that energy transformations do occur. Students do not need to compare series and parallel circuits, know how to calculate power, or use Ohm’s Law.

Assessment Guidelines:The objective of this indicator is to illustrate energy transformations in electric circuits; therefore, the primary focus of assessment should be to give illustrations or use illustrations to show the concept of energy transformations (including the production of light, sound, heat, and mechanical motion) in electric circuits. However, appropriate assessments should also require students to recall that energy transformations can only occur when an electrical circuit is complete; recognize devices used to transfer electrical energy to another form of energy in an electrical circuit; or infer the types of energy transformations that would occur with specific devices.


Indicator:6-5.5 Illustrate the directional transfer of heat energy through convection,

radiation, and conduction.Taxonomy Level: 2.2-B Understand Conceptual Knowledge

Essential Questions: How does heat transfer through the processes of convection, radiation, and

conduction?

Previous/future knowledge: Students have been introduced to the concept of heat transfer by conduction in 3rd grade (3-4.3) in previous grades. Students have not been introduced to the concepts of radiation or convection in previous grades. Students will further develop the concept of thermal energy in 9th grade Physical Science (PS-6.1).

It is essential that students to know that energy transfer as heat can occur in three ways described below:

Conduction Conduction involves objects in direct contact. The transfer of energy as heat occurs between particles as they collide within a

substance or between two objects in contact. All materials do not conduct heat energy equally well. Poor conductors of heat are called insulators. The energy transfers from an area of higher temperature to an area of lower

temperature.

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For example, if a plastic spoon and a metal spoon are placed into a hot liquid, the handle of the metal spoon will get hot quicker than the handle of the plastic spoon because the heat is conducted through the metal spoon better than through the plastic spoon.

Convection Convection is the transfer of energy as heat by movement of the heated substance

itself, as currents in fluids (liquids and gases). In convection, particles with higher energy move from one location to another

carrying their energy with them. Heat transfer occurs when particles with higher energy move from warmer to

cooler parts of the fluid. Uneven heating can result in convection, both in the air and in water. This causes

currents in the atmosphere (wind) and in bodies of water on earth which are important factors in weather and climate.

Radiation Radiation is the transfer of energy through space without particles of matter

colliding or moving to transfer the energy. This radiated energy warms an object when it is absorbed. Radiant heat energy moves from an area of higher temperature to an area of

cooler temperature.

It is NOT essential for students to know about areas of higher or lower density of fluids. They also do not need to know about electromagnetic waves being transferred in radiation.

Assessment Guidelines:The objective of this indicator is to illustrate the directional transfer of heat energy through conduction, convection, and radiation; therefore, the primary focus of assessment should be to give illustrations or use illustrations to show the concept of heat transfer through conduction, convection, or radiation. However, appropriate assessments should also require students to recognize the types of heat transfer based on descriptions of how particles behave; classify methods of heat transfer based on how particles behave; infer the direction of heat transfer; or summarize the direction of heat transfer in various types of heat transfer processes if given temperature differences.

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Indicator:6-5.6 Recognize that energy is the ability to do work (force exerted over a

distance).Taxonomy level: 1.1-B Remember Conceptual Knowledge

Essential Questions: What is the scientific definition of work? What are the requirements for work having been done on an object?

Previous/future knowledge: Students have been introduced to the concept of pushes and pulls and motion in 3rd grade (3-5. 3) and to force and motion in 5th grade (5-5.1 and 5-5.6). Students have not been introduced to the concept of simple machines in previous grades. Students will further develop the concept of force in 8th grade (8-5.4) and quantitative relationships of work in 9th grade Physical Science (PS-6.4).It is essential that students to know that energy is a property that enables something to do work.

Work means to (1) apply a force to an object over a distance, and (2) the object moves in response to the force.

If something has the ability to cause a change in motion, it is has energy. Energy can cause work to be done, so when we see work done, we see evidence

of energy.

An evidence of energy is when work is being done. For example: When a toy car at rest is pushed, work is done on the car if it moves. This work

(or movement) is evidence of energy. When a fan is connected to an electric circuit, it moves, so work was done on the

fan. This work (or movement) is evidence of energy. When an object is lifted, it moves, so work is done on the object. This work (or

movement) is evidence of energy.

A spring scale is used to measure force. Force (including weight) is measured in SI units called newtons (N).

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It is NOT essential for students to know how to calculate work using the formula of amount of force multiplied by the distance moved, or that work is measured in units of joules.

Assessment Guidelines : The objective of this indicator is to recognize that energy is the ability to do work (force exerted over a distance); therefore, the primary focus of assessment should be to remember that work is force exerted over a distance. However, appropriate assessments should require students to recall that force is measured in Newtons (N); recognize that energy can cause things to move; identify situations that show work; or recall that work is an evidence for energy.


Indicator:6-5.7 Explain how the design of simple machines (including levers, pulleys,

and inclined planes) helps reduce the amount of force required to do work.Taxonomy level: 2.7-B Understand Conceptual Knowledge

Essential Questions: What are the six simple machines? How does a simple machine help reduce the amount of force required to do work? How does the increase in distance by a simple machine decrease the amount of

force required to move an object?

Previous/future knowledge: Students have been introduced to the concepts of pushes and pulls and motion in 3rd grade (3-5.3), and in 5th grade they have been introduced to the concepts of force and motion (5-5.1 and 5-5.6). Students have not been introduced to the concept of energy or work in previous grades. They will further develop these concepts of energy and work in 9th grade Physical Science (PS-6.3).

It is essential that students to know that a simple machine is a device that helps reduce the amount of force required to do work. Work is done when a force (effort force) is applied over a distance.

A simple machine allows the user to apply a smaller force over a larger distance to move an object.

Simple machines can also change the direction of the force applied. If the distance over which the effort force is exerted is increased, the same amount

of work can be done with a smaller effort force. This is the principle that simple machines use to reduce the amount of effort force

needed to do work.

The design of the simple machines can reduce the amount of force required to do work:

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Lever A lever is a rigid bar or board that is free to move around a fixed point called a

fulcrum. The fulcrum may be placed at different locations along the bar. A lever can be designed to reduce the amount of force required to lift a weight in

two ways:o By increasing the distance from the fulcrum to the point where the effort

force is applied,o By decreasing the distance the weight is from the fulcrum.

By increasing the distance the effort force moves relative to the distance the weight moves, a lever can reduce the effort force needed.

Pulley A pulley has a grooved wheel with a rope running along the groove. Pulleys can change the amount and/or the direction of the force applied (effort

force). By arranging the pulleys in such a way as to increase the distance that the effort

force moves relative to the distance the weight moves, a pulley can reduce the effort force needed.

Movable pulleys are used to reduce the effort force. A single fixed pulley changes only the direction of the force (you pull down and

the weight goes up.)

Inclined plane An inclined plane is a sloping surface, like a ramp, that reduces the amount of

force required to lift an object. An inclined plane can be designed to reduce the force needed to lift a weight in

two ways:o Increase the length of the ramp or o Decrease the height of the ramp.

By increasing the distance the effort force moves (length of the ramp) relative to the distance the weight is lifted (height of the ramp), an inclined plane can reduce the effort force needed.

It is NOT essential for students to know the classes of levers or how to calculate the mechanical advantage of simple machines.

Assessment Guidelines:The objective of this indicator is to explain how the design of simple machines helps reduce the amount of force required to do work; therefore, the primary focus of assessment should be to construct a cause-and-effect model which shows how the design of simple machines (including levers, pulleys, and inclined planes) reduces the effort force or changes its direction. However, appropriate assessments should also require students to recognize that simple machines can be designed to reduce the force needed to move an object; interpret a diagram showing different designs of the same simple machine to determine which would reduce the amount of force the most based on their designs; or summarize the relationship between the design of the simple machine and the reduction in force required to move an object.

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Indicator:6-5.8 Explain how the design of simple machines (including levers, pulleys,

and inclined planes) helps reduce the amount of force required to do work.Taxonomy level: 2.7-B Understand Conceptual Knowledge

Essential Questions: What are examples of simple machines that exist in common tools and within

complex machines?

Previous/future knowledge: Students have not been introduced to the concept of simple machines in previous grade levels.

It is essential that students to know how simple machines, such as levers, pulleys, inclined planes (ramps, wedges, screws) and wheel and axles are found in common tools and in complex (compound) machines. For example:Levers

Levers that have the fulcrum between where the effort force is applied and the weight is located can be found in tools, for example, scissors (two levers working together) and crowbar.

Levers that have the fulcrum on the end and the effort is applied in the middle to lift a weight on the other end can be found in tools, for example, tweezers (two levers working together) or a broom.

Levers that have the fulcrum on the end and the effort force are applied on the other end to lift a weight in the middle can be found in tools, for example, a wheelbarrow, or a bottle opener.

Pulleys Pulleys that are fixed, meaning that they are attached to a structure, can be found

on the top of a flag pole and on window blinds. Pulleys that are moveable, meaning that they are not attached to a structure, can

be found on construction cranes and as part of a block and tackle system.

Inclined planes Inclined planes with a sloping surface can be found as ramps on a truck or

wheelchair ramp and stairs.

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Inclined planes that are wedges, one inclined plane or two back-to-back inclined planes that can move are found as knife blades or nails.

Inclined planes that are wound around a post or cylinder are called screws. Screws can be found in bolts and jar lids.

Wheel and axles Wheel and axles consist of two circular objects: a central shaft, called an axle,

inserted through the middle of a wheel. Wheel and axles can be found as door knobs, steering wheels, screwdrivers, gears,

and bicycles wheels.

Complex machinesComplex machines, also known as compound machines, consist of two or more simple machines.Examples may include:

scissors consisting of two levers and two inclined planes (wedges); a fishing pole consisting of a lever, a wheel and axle and a pulley; a bicycle consists of levers (handlebars and handbrakes), wheel and axles (gears,

wheels, and pedals), and a number of screws.

It is not essential for students to know which types of levers are in common tools or complex machines.

Assessment Guidelines:The objective of this indicator is to illustrate ways that simple machines exist in common tools and in complex machines; therefore the primary focus of assessment should be to simple machines that are part of simple tools and of complex machines using pictures, diagrams, or word descriptions. However, appropriate assessments should also require students to identify the types of simple machines that are found in common tools and in complex machines; interpret a diagram of common tools or complex machines to identify the simple machines present; exemplify common tools that are simple machines; or exemplify the use of simple machines in everyday life.

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