Beaverton School District Science Standards Unwrapped 6 th Grade

Transcription

1 Beaverton School District Science Standards Unwrapped 6 th Grade Core Standard 6.1 Structure and Function: Living and non-living systems are organized groups of related parts that function together and have characteristics and properties. Content Standard: 6.1.P.1. Describe physical and chemical properties of matter and how they can be measured. Concepts (The Nouns) What do they need to understand? Physical and Chemical Properties Mass, Weight, Volume Density Solubility Boiling, Freezing, Melting Skills (The Verbs) What do they need to be able to do? Define List Discriminate Use Knowledge and Skills: K=Knowledge R= Reasoning PS=Performance Skills K: Define matter K: Define and list physical properties (mass, volume, density, color, shape, size, texture, melting/boiling/freezing points) K: Define physical change. K: Define and list chemical properties (color change, exothermic/endothermic, precipitation, gas production). K: Define chemical change R: Discriminate between physical and chemical change PS: Use units of metric measure Support Document: Determine the weight of a dense object in air and in water. Explain how the results are related to the different definitions of mass and weight. Calculate the volumes of regular objects from linear measurements. Measure the volumes of the same objects by displacement of water. Use the metric system. Discuss the accuracy limits of these procedures and how these limits explain any observed differences between the calculated volumes and the measured volumes. Student Friendly Targets:

2 I can define matter I can define physical and chemical properties I can define physical and chemical changes I can tell if a change in matter is physical or chemical I use appropriate SI (international systems) units to measure physical properties Where They Have Been----Where They Are Going ODE Standards: 4 th Grade: 4.2P.1 Describe physical changes in matter and explain how they occur. reflect, and conduct energy. 5 th Grade: N/A 7 th Grade: 7.1P.1 Explain that all matter is made of atoms, elements are composed of a single kind of atom, and compounds are composed of two or more elements. 8 th Grade: 8.1P.1 Describe the atomic model and explain how the types and arrangements of atoms determine the physical and chemical properties of elements and compounds. 8.1P.2 Explain how the Periodic Table is an organization of elements based on their physical and chemical properties. 8.1P.3 Explain how the motion and spacing of particles determines states of matter. 8.2P.1 Compare and contrast physical and chemical changes and describe how the law of conservation of mass applies to these changes. Other 6 th Grade Related ODE Standards: Properties of Matter 6.1E.1 Describe and compare the properties and composition of the layers of Earth. 6.1P.2 Compare and contrast the characteristic properties of forms of energy. 6.1E.2 Describe the properties of objects in the solar system. AAAS Benchmark Connection: A substance has characteristic properties such as density, boiling point, and solubility, all of which are independent of the amount of the substance and can be used to measure it. Materials vary in how they respond to electric currents, magnetic forces, and visible light or other electromagnetic waves The temperature and acidity of a solution influence reaction rates. Many substances dissolve in water, which may greatly facilitate reactions between them. Cross-Curricular Learning Targets or Activities : Imaginative text story of what a beach would be like if it was made of hydrophobic "Magic"/"Aqua" sand.

3 Core Standard 6.1 Structure and Function: Living and non-living systems are organized groups of related parts that function together and have characteristics and properties. Content Standard: 6.1P.2 Compare and contrast the characteristic properties of forms of energy Concepts (The Nouns) What do they need to understand? Energy Heat Chemical Mechanical Gravitational Potential Kinetic Skills (The Verbs) What do they need to be able to do? Define Compare and Contrast Identify Illustrate Demonstrate Explain Knowledge and Skills: K=Knowledge R= Reasoning PS=Performance Skills K: Define the different forms of energy (heat, chemical, mechanical, gravitational, kinetic, potential, electrical, etc.) K: Define energy (the ability to cause change) K: Define the law of conservation of energy R: Compare and contrast the characteristic properties of forms of energy PS: Identify different examples of energy and group them with their correct form PS: Demonstrate how energy is converted from one form to another without being lost. Support Document Define property and energy: o Energy can be transferred from one object to another. o Energy comes in many different forms, which can generally be divided into Potential or Kinetic energy. o Energy can be converted from any one of these forms into any other, and vice versa. o Energy is never created or destroyed. List examples of forms of energy (thermal, mechanical, electrical, nuclear, kinetic, potential, etc) Investigate transformations in forms of energy (e.g. kinetic to gravitational energy or chemical to heat energy.) Demonstrate how energy can change forms Student Friendly Targets: I can identify kinetic energy as motion energy, and potential energy as energy due to an object's relative position in a system, in everyday situations. I can explain where different kinds of energy come from and how they are used. I can illustrate how energy can be transferred while no energy is lost or gained in the transfer. Which means I can draw a diagram and describe where an object's energy

4 transfer. Which means I can draw a diagram and describe where an object's energy traveled, and how it changed into another form of energy. I can demonstrate the transformation between potential and kinetic energy in simple mechanical systems, which means I can make a model and explain where the potential and kinetic energy occurs. Where They Have Been----Where They Are Going ODE Standards: 4 th Grade: 4.1P.1 Describe the properties of forms of energy and how objects vary in the extent to which they absorb, reflect, and conduct energy. 5 th Grade: 5.2P.1 Describe how friction, gravity, and magnetic forces affect objects on or near Earth. 7 th Grade; 7.2P.1 Identify and describe types of motion and forces and relate forces qualitatively to the laws of motion and gravitation. 8 th Grade: 8.2P.2 Explain how energy is transferred, transformed, and conserved. Other 6 th Grade Related ODE Standards: Physical Science/Energy 6.2P.1 Describe and compare types and properties of waves and explain how they interact with matter. 6.2P.2 Describe the relationships between: electricity and magnetism, static and current electricity, and series and parallel electrical circuits AAAS Benchmark Connection: Energy appears in different forms and can be transformed within a system. Motion energy is associated with the speed of an object. Thermal energy is associated with the temperature of an object. Gravitational energy is associated with the height of an object above a reference point. Elastic energy is associated with the stretching and compressing of a substance. Chemical energy is associated with the composition of a substance. Electrical energy is associated with an electric current in a circuit. Light energy is associated with the frequency of electromagnetic waves. Cross-Curricular Learning Targets or Activities : P.E. Standards

5 Core Standard 6.1 Structure and Function: Living and non-living systems are organized groups of related parts that function together and have characteristics and properties. AND 6.2 Interaction and Change: The related parts within a system interact and change. Content Standard: 6.1.L.1: Compare and contrast the types and components of cells. Describe the functions and relative complexity of cells, tissues organs and organ systems L.1: Describe the relationships and interactions between and among cells, tissues, organs and organ systems. Concepts (The Nouns) What do they need to understand? Animal cells, plant cells Cell organelles Organization of living things Human body systems Skills (The Verbs) What do they need to be able to do? Identify List Compare and Contrast Organize Demonstrate Explain Investigate Knowledge and Skills: K=Knowledge R= Reasoning PS=Performance Skills K: Identify the function of the organ systems. R: Compare and contrast prokaryotic versus eukaryotic cells. R: Compare and contrast plant cells versus animal cells. R: Organize from simple to complex: cells, tissue, organ, organ systems. K: Identify which organ system is at work and when. R: Explain the dependence of one organ system on another. (Support Document) Define cell, tissue, organ and organ system and how they work. List the types of cells (plant, animal, prokaryote) and parts of cells (organelles)

6 Student Friendly Targets: I can tell the difference between a plant and animal cell. I can describe that cells to organ systems are organized from simple to complex. I can identify the functions of organ systems. I can identify which organ system is at work during a particular activity. I can describe the dependence of organ systems on another. Where They Have Been----Where They Are Going ODE Standards: 4 th Grade: 4.1L.1 Compare and contrast characteristics of fossils and living organisms. 5 th Grade: 5.1L.1 Explain that organisms are composed of parts that function together to form a living system. 7 th Grade: 7.1L.1 Compare and contrast sexual and asexual reproduction. Explain why reproduction is essential to the continuation of every species. 7.1L.2 Distinguish between inherited and learned traits, explain how inherited traits are passed from generation to generation, and describe the relationships among phenotype, genotype, chromosomes, and genes. 7.2L.1 Explain how organelles within a cell perform cellular processes and how cells obtain the raw materials for those processes. 7.2L.2 Explain the processes by which plants and animals obtain energy and materials for growth and metabolism. 8 th Grade: 8.1L.1 Explain how genetics and anatomical characteristics are used to classify organisms and infer evolutionary relationships. Other 6 th Grade Related ODE Standards: Life Science 6.2L.2 Explain how individual organisms and populations in an ecosystem interact and how changes in populations are related to resources. AAAS Benchmark Connection: All living things are composed of cells, from just one to millions, whose details usually are visible only through a microscope. Different body tissues and organs are made up of different kids of cells The cells in similar tissues and organs in other animals are similar to those in human beings, but differ somewhat from cells found in plants. The way in which cells function is similar in all living organisms About two thirds of the weight of cells is accounted for by water, which gives cells many of their properties Cells repeatedly divide to make more cells for growth and repair Various organs and tissues function to serve the needs of all cells for food, air, and waste removal Organs and organ systems are composed of cells and help to provide all cells with basic needs. For the body to use food for energy and building materials, the food must first be digested into molecules that are absorbed and transported to cells. Cross-Curricular Learning Targets or Activities : Health Standards

7 Core Standard 6.1 Structure and Function: Living and non-living systems are organized groups of related parts that function together and have characteristics and properties. Content Standard: 6.1E.1 Describe and compare the properties and composition of the layers of Earth. Concepts (The Nouns) What do they need to understand? Lithosphere Mantle Core Skills (The Verbs) What do they need to be able to do? Identify List Compare and Contrast Organize Describe Knowledge and Skills: K=Knowledge R= Reasoning PS=Performance Skills K: Identify layers of the earth. K: Identify the composition of each layer. K: List properties of the lithosphere. K: List properties of the mantel. K: List properties of the core. K: Compare and contrast the physical properties of each layer. R: Compare and contrast the formation of the layers of the earth.' R: Compare the composition of each layer. Support Document Describe what each layer is composed of, its relative thickness, density and temperature. Student Friendly Targets: I can identify the layers of the earth. I can list the characteristics of each layer. I can compare the density of continental and oceanic plates. I can explain the method scientists use to identify the transitions/breaks between layers.

8 Where They Have Been----Where They Are Going ODE Standards: 4 th Grade: 4.1E.1 Identify properties, uses, and availability of Earth materials. 4.2E.1 Compare and contrast the changes in the surface of Earth that are due to slow and rapid processes. 5 th Grade: N/A 7 th Grade: 7.2E.4 Explain how landforms change over time at various rates in terms of constructive and destructive forces 8 th Grade: 8.2E.2 Describe the processes of Earth s geosphere and the resulting major geological events. 8.2E.4 Analyze evidence for geologic, climatic, environmental, and life form changes over time. Other 6 th Grade Related ODE Standards: Earth Science 6.1E.2 Describe the properties of objects in the solar system. Describe and compare the position of the sun within the solar system, galaxy, and universe. 6.2E.1 Explain the water cycle and the relationship to landforms and weather. AAAS Benchmark Connection: Earth is the only body in the solar system that appears able to support life. The other planets have compositions and conditions very different from the Earth. The earth is mostly rock. Three-fourths of the Earth's surface is covered by a relatively thin layer of water (some of it frozen), and the entire planet is surrounded by a relatively thin layer of air. The interior of the Earth is hot. Heat flow and movement of the material within the Earth cause earthquakes and volcanic eruptions and create mountains and ocean basins. Gas and dust from large volcanoes change the atmosphere. Cross-Curricular Learning Targets or Activities : Apology letter to Alfred Wegner apologizing for not believing about his Teutonic plates theory. Timeline of composition of the earth. Timeline of the tools used and the inventors of the tools for studying the composition of the earth.

9 Core Standard 6.1 Structure and Function: Living and non-living systems are organized groups of related parts that function together and have characteristics and properties. Content Standard: 6.1E2 Describe the properties of objects in the solar system. Describe and compare the position of the sun within the solar system, galaxy and universe. Concepts (The Nouns) What do they need to understand? Solar system Galaxy Universe Skills (The Verbs) What do they need to be able to do? Identify Define Compare and Contrast Describe Label Make Knowledge and Skills: K=Knowledge R= Reasoning PS=Performance Skills K: Identify different objects in the solar system (stars, planets, moons, asteroids, dwarf planets, comets, dust). K: Define solar system. K: Define gravity. R: Compare and contrast objects in the solar system. K: Describe key characteristics of the sun K: Define galaxy. K: Define universe. R: Explain the role of the sun in the solar system. (Support Document) Describe properties of planets: size, gravity, length of day/year (rotation vs. revolution), numbers of moons, relative positions, composition. Label galaxy maps, our galaxy s position within the universe. Student Friendly Targets: I can define solar system, galaxy, and universe I can identify different objects in the solar system. I can define gravity. I can describe key characteristics of the sun. I can compare and contrast objects in the solar system. I can evaluate the role of the sun in the solar system.

10 Where They Have Been----Where They Are Going ODE Standards: 4 th Grade: N/A 5 th Grade: 5.1E.1 Describe the Sun-Earth-Moon system. 7 th Grade: 7.2E.2 Describe the composition of Earth s atmosphere, how it has changed over time, and implications for the future. 8 th Grade: 8.2E.1 Explain how gravity is the force that keeps objects in the solar system in regular and predictable motion and describe the resulting phenomena. Explain the interactions that result in Earth s seasons. Other 6 th Grade Related ODE Standards: Earth Science 6.1E.1 Describe and compare the properties and composition of the layers of Earth. AAAS Benchmark Connection: The sun is a medium-sized star located near the edge of a disc-shaped galaxy of stars, part of which can be seen as a glowing band of light that spans the sky on a very clear night. The universe contains billions of galaxies, and each galaxy contains many billions of stars. To the naked eye, even the closest of these galaxies is no more than a dim, fuzzy spot. The sun is many thousands of times closer to the earth than any other star. Light from the sun takes a few minutes to reach the Earth, but light from the next nearest star takes a few years to arrive. The trip to that star would take the fastest rocket thousands of years. Some distant galaxies are so far away that their light takes several billion years to reach the Earth. People on Earth, therefore, see them as they were that long ago in the past. Cross-Curricular Learning Targets or Activities : Model of the Solar System

11 Core Standard 6.2 Interaction and Change: The related parts within a system interact and change. Content Standard: 6.2.P.1. Describe and compare types and properties of waves and explain how they interact with matter. Concepts (The Nouns) What do they need to understand? Waves Amplitude, frequency Transverse, compression Reflection, refraction, and diffraction Skills (The Verbs) What do they need to be able to do? Identify List Compare and Contrast Organize Demonstrate Explain Investigate Knowledge and Skills: K=Knowledge R= Reasoning PS=Performance Skills K: Define matter K: Define waves and identify what causes them K: Define energy K: Define transverse and compression. R: Compare the direction of energy versus the movement of energy. K: Define amplitude and frequency K: Define reflection, refraction, diffraction and interference. R: Analyze how waves interact with matter. K: Define wavelength. Describe wave behavior (reflection, refraction, diffraction, interference) Identify and compare the three main types of waves List and describe the basic properties of waves Describe how a wave's speed is related to its wavelength and frequency and calculate a wave's speed Identify and compare reflection, refraction, and diffraction Describe the two types of interference waves Identify and describe standing waves and resonance Support Document Define types of waves (mechanical, electromagnetic, transverse, longitudinal) Describe wave properties (amplitude, wavelength, frequency)

12 Student Friendly Targets: I can define waves and identify what causes them. I can identify and compare the three main types of waves I can list and describe the basic properties of waves I can describe how a wave's speed is related to its wavelength and frequency I can identify, show and compare reflection, refraction, and diffraction of waves. Describe the two types of interference waves Identify and describe standing waves and resonance I can show a wave s wavelength, frequency, and amplitude Where They Have Been----Where They Are Going ODE Standards: 4 th Grade: 4.1P.1 Describe the properties of forms of energy and how objects vary in the extent to which they absorb, reflect, and conduct energy. 4.2P.1 Describe physical changes in matter and explain how they occur. 5 th Grade: 5.2P.1 Describe how friction, gravity, and magnetic forces affect objects on or near Earth.7 th Grade 7: 7.2P.1 Identify and describe types of motion and forces and relate forces qualitatively to the laws of motion and gravitation. 8 th Grade: 8.2P.2 Explain how energy is transferred, transformed, and conserved. Other 6 th Grade Related ODE Standards: Physical Science 6.1P.1 Describe physical and chemical properties of matter and how they can be measured. 6.1P.2 Compare and contrast the characteristic properties of forms of energy 6.2P.2 Describe the relationships between: electricity and magnetism, static and current electricity, and series and parallel electrical circuits. AAAS Benchmark Connection: Light and other electromagnetic waves can warm objects. How much an object's temperature increases depends on how intense the light striking its surface is, how long the light shines on the object, an dhow much light is absorbed. Light from the sun is made up of a mixture of many different colors of light, even though to the eye the light looks almost white. Other things that give off or reflect light have a different mix of colors Something can be "seen" when light waves emitted or reflected by it enter the eye-just as something can be "heard' when sound waves from it enter the ear. Vibrations in materials set up wavelike disturbances that spread away from the source. Sound and earthquake waves are examples. These and other waves move at different speeds in different materials. Human eyes respond to only a narrow range of wavelengths of electromagnetic wavesvisible light. Wavelength differences in that range are perceived as differences of color. Light acts like a wave in many ways. And waves can explain how light behaves. There are a variety of electromagnetic waves: radio waves, microwaves, visible light, ultraviolet rays, X-rays, and gamma waves. These wavelengths vary from radio waves, the longest, to gamma waves, the shortest.

13 Core Standard 6.2 Interaction and Change: The related parts within a system interact and change. Content Standard: 6.2P2: Describe the relationship between: electricity and magnetism, static and current electricity and series and parallel electrical circuits Concepts (The Nouns) What do they need to understand? Electricity Magnetism Circuits Skills (The Verbs) What do they need to be able to do? Define Draw Compare and Contrast Understand Build Knowledge and Skills: K=Knowledge R= Reasoning PS=Performance Skills K- Define the following terms: electricity, magnetism, static and current electricity K- define positive and negative charges K- draw and label series and parallel circuits R- understand how electricity and magnetism are related R- compare and contrast static and current electricity R- compare and contrast series and parallel circuits PS: Build a series and parallel circuit Student Friendly Targets: I can define electricity and magnetism I can define positive and negative charges I can define static and current electricity I can draw and label series and parallel circuits I can define electromagnetic waves I can explain how electricity and magnetism are related I can compare and contrast static and current electricity I can compare and contrast series and parallel circuits I can analyze how waves interact with matter I can compare and contrast the magnetic waves to the electromagnetic waves I can compare and contrast the amplitude and frequency of electromagnetic waves to carry a signal for AM & FM radio I can build a series and parallel circuit and draw the corresponding circuit diagram. Design/invent and assemble a switch and an "invented" circuit.

14 Where They Have Been----Where They Are Going ODE Standards: 4 th Grade: 4.1P.1 Describe the properties of forms of energy and how objects vary in the extent to which they absorb, reflect, and conduct energy. 4.2P.1 Describe physical changes in matter and explain how they occur. 5 th Grade: 5.2P.1 Describe how friction, gravity, and magnetic forces affect objects on or near Earth.7 th Grade 7: N/A 8 th Grade: 8.2P.2 Explain how energy is transferred, transformed, and conserved. Other 6 th Grade Related ODE Standards: Physical Science 6.1P.1 Describe physical and chemical properties of matter and how they can be measured. 6.1P.2 Compare and contrast the characteristic properties of forms of energy 6.2P.2 Describe the relationships between: electricity and magnetism, static and current electricity, and series and parallel electrical circuits. AAAS Benchmark Connection: Light and other electromagnetic waves can warm objects. How much an object's temperature increases depends on how intense the light striking its surface is, how long the light shines on the object, an dhow much light is absorbed. Light from the sun is made up of a mixture of many different colors of light, even though to the eye the light looks almost white. Other things that give off or reflect light have a different mix of colors Something can be "seen" when light waves emitted or reflected by it enter the eye-just as something can be "heard' when sound waves from it enter the ear. Vibrations in materials set up wavelike disturbances that spread away from the source. Sound and earthquake waves are examples. These and other waves move at different speeds in different materials. Human eyes respond to only a narrow range of wavelengths of electromagnetic wavesvisible light. Wavelength differences in that range are perceived as differences of color. Light acts like a wave in many ways. And waves can explain how light behaves. There are a variety of electromagnetic waves: radio waves, microwaves, visible light, ultraviolet rays, X-rays, and gamma waves. These wavelengths vary from radio waves, the longest, to gamma waves, the shortest.

15 Core Standard 6.2 Interaction and Change: The related parts within a system interact and change. Content Standard: 6.2L.2 Explain how individual organisms and populations in an ecosystem interact and how changes in populations are related to resources. Concepts (The Nouns) What do they need to understand? Population Ecosystem Change Interaction Resources Energy Skills (The Verbs) What do they need to be able to do? Define Observe Explain Construct Knowledge and Skills: K=Knowledge R= Reasoning PS=Performance Skills K- Students will be able to define "ecosystem" and identify the roles within it K Students will be able to define "population" R - Identify factors such as resources and changes that influence populations P - Student will be able to construct and explain the components of an energy pyramid using appropriate vocabulary Student Friendly Targets: I can define "ecosystem" and identify the roles within it I can define "population" I can an make qualitative and quantitative observations about a natural environment I can construct and explain the components of an energy pyramid using appropriate vocabulary for a local environment Where They Have Been----Where They Are Going ODE Standards: 4 th Grade: 4.2L.1 Describe the interactions of organisms and the environment where they live. 5 th Grade: 5.2L.1 Explain the interdependence of plants, animals, and environment, and how adaptation influences survival. Grade 7: 7.2E.3 Evaluate natural processes and human activities that affect global environmental change and suggest and evaluate possible solutions to problems. 8 th Grade: 8.1L.1 Explain how genetics and anatomical characteristics are used to classify organisms and infer evolutionary relationships. 8.2L.1 Explain how species change through the process of natural selection. Describe evidence for evolution.

16 Other 6 th Grade Related ODE Standards: Energy in Ecosystems 6.1P.2 Compare and contrast the characteristic properties of forms of energy. AAAS Benchmark Connection: In all environments, organisms with similar needs may compete with one another for limited resources, including food, space, water, air, and shelter. The world contains a diversity of physical conditions, which creates wide variety of environments: freshwater, marine, forest, desert, grassland, mountain and others. In particular environments, the growth and survival of organisms depend on the physical conditions. Interactions between organisms may be for nourishment, reproduction, or protection and may benefit one of the organisms or both of them. Some species have become so dependent on each other that neither could survive without the other. One organism may scavenge or decompose another Given adequate resources and an absence of disease or predators, populations of organisms in ecosystems increase at rapid rates. Finite resources and other factors limit their growth. All organisms, both land-based and aquatic, are interconnected by their need for food. This network of interconnections is referred to as a food web. The entire earth can be considered a single global food web, and food webs can also be described for a particular environment. At the base of any food web are organisms that make their own food, followed by animals that eat them, then the animals that eat those animals, and so forth. Cross-Curricular Learning Targets or Activities : Defend a proposal about the introduction of human impact into the ecosystem in order to complete an energy pyramid (Socratic seminar, fish bowl, etc.) Make qualitative and quantitative observations about a natural environment Use resources such a field guide to identify flora and fauna Conduct field work without disrupting the surrounding environment Conduct research to gain background knowledge about an ecosystem

17 Core Standard 6.2 Interaction and Change: The related parts within a system interact and change. Content Standard: 6.2E.1 Explain the water cycle and the relationship to landforms and weather. Concepts (The Nouns) What do they need to understand? Weather Water Cycle Landform Patterns Pressure Systems Fronts Skills (The Verbs) What do they need to be able to do? Define Identify Explain Describe Relate Analyze Knowledge and Skills: K=Knowledge R= Reasoning PS=Performance Skills K: Define weather and the water cycle K: Identify basic landforms R: Analyze how landforms affect the water cycle K Identify the main parts of the water cycle K Describe the phase change at each part of the cycle K Describe how landforms influence weather patterns K Describe which types of observations and measurements are used in weather that relate to the water cycle (examples: dew point, relative humidity, precipitation type, temperature) K Describe the role of the water cycle in cloud formation R Relate how the interaction of moisture, fronts, and high- and low-pressure systems create different types of clouds and weather Student Friendly Targets: I can define weather and the water cycle I can identify the basic features of the water cycle I can identify basic landforms I can analyze how landforms affect the water cycle. I can draw a picture identifying, illustrating, and explaining the parts of the water cycle. I can explain the effects of landforms on weather I can identify the ways that scientists measure the amount of water vapor in the air. I can describe how differences in temperature over land create air movement. I can interpret cloud formation in relation to different types of weather I can analyze how temperature affects evaporation, condensation and precipitation. I can observe and accurately record weather and cloud observations

18 I can analyze data obtained from studies of atmospheric conditions (i.e., air pressure, wind speed, and precipitation) Where They Have Been----Where They Are Going ODE Standards: 4 th Grade: 4.2E.1 Compare and contrast the changes in the surface of Earth that are due to slow and rapid processes. 5 th Grade: 5.2E.1 Explain how the energy from the sun affects Earth s weather and climate. Grade 7: 7.2E.4 Explain how landforms change over time at various rates in terms of constructive and destructive forces. 8 th Grade: 8.2E.3 Explain the causes of patterns of atmospheric and oceanic movement and the effects on weather and climate. 8.2E.4 Analyze evidence for geologic, climatic, environmental, and life form changes over time. Other 6 th Grade Related ODE Standards: Properties of Matter in the Water Cycle and Effect on Landforms 6.1P.1 Describe physical and chemical properties of matter and how they can be measured. AAAS Benchmark Connection: Water evaporates from the surface of the Earth, rises and cools, condenses into rain or snow, and falls again to the surface. The water falling on the land collects in rivers and lakes, soil and porous layers of rock, and much of it flows back into the oceans. The cycling of water in and out of the atmosphere is a significant aspect of the weather patterns on Earth. The Earth's surface is shaped in part by the motion of water (including ice) and wind over very long times, which acts to level mountain ranges. Rivers and glacial ice carry off soil and break down rock, eventually depositing the material in sediments or carrying it in solution to the sea.

19 Cross-Curricular Learning Targets or Activities : Write a story of a day in the life of a drop of water. See A Drop of Water by Gordon Morrison