6 th Grade Science Power Standards and Learning Targets

Transcription

1 6 th Grade Science Power Standards and Learning Targets Power Standard Earth, Sun and Moon MS ESS: 1-1 Solar System MS ESS: 1-2 MS ESS: 1-3 Description/Learning Targets I can describe how tides are affected by the gravitational pull of the sun and the moon on the earth. I can identify the phases of the moon. I can recognize how the moon s orbit affects the occurrence of eclipses. I can differentiate between the revolution and rotation of objects in Earth-sun-moon systems. I can model the Earth s tilt in relationship to the sun and the seasonal changes. I can create a model of our solar system. I can construct and use a scale model that explains the motion of the planets. I can explain how gravity is the force that holds together the solar system and controls orbits within it. I can identify that the Earth and our solar system are part of the Milky Way Galaxy. I can identify how telescopes have helped us to learn more about our solar system. I can utilize the information to describe the expansion and scale of the universe. I can interpret how technology is used to explain the theories of the origin and expansion of the universe. Earth s History Fossils MS ESS: 1-4 I can explain the formation of fossils. I can explain the principle of superposition I can discuss the theories of mass extinction of certain life forms and evidence supported by the fossil time line. I can demonstrate how fossils can be used to determine changes in environments and in the organisms the fossils came from. I can identify events and features that disrupt rock sequences. I can explain that the geologic record includes both rock and fossil evidence.

2 I can use geologic evidence to determine age/geologic sequence of the Earth s past. I can construct a geologic time scale that includes the major geologic events, including formation of mountains, ocean basin, volcanic eruptions, glaciations, evolution and extinctions of organisms, formations of watersheds. Rocks and Minerals AND Reshaping the Land Weathering, Erosion, Deposition, Flow of Fresh Water MS ESS: 2-1 MS ESS: 2-4 MS ESS: 3-3 Restless Earth Plate Tectonics, Earthquakes, and Volcanoes MS ESS: 2-2 MS ESS: 2-3 I can explain the chemical and physical processes that form rocks and minerals and cycle Earth s materials eg. melting, crystallization, weathering, deformation and sedimentation. I can differentiate between igneous, sedimentary, and metamorphic rock. I can illustrate the rock cycle. I can conduct, interpret and present the results of an experiment to answer scientific questions about the processes of melting, crystallization, weathering, deformation, and sedimentation. I can explain the processes of erosion and deposition and the resulting formations above ground and below ground. I can differentiate among weathering, erosion, and deposition. I can generate a model to show the processes of weathering, erosion, and deposition. I can explain how mechanical and chemical weathering work together to break down rocks and minerals to form soil. I can examine the relationship between the water cycle and its impact on weathering, transportation, and deposition of rocks and minerals. I can explain the water cycle and how water changes state through each pathway of the water cycle. I can model how the water cycle works. I can describe how the sun and the force of gravity play crucial roles in the water cycle. I can explain the theories of plate tectonics and continental drift. I can identify the plate boundaries, convergent, divergent, and transform plate boundaries. I can describe the process of convection within the Earth s mantle and how the process causes plate movement. I can discuss how sea-floor spreading and subduction zones shape the surface of our planet.

3 I can explain how the theory of plate tectonics and continental drift is supported by evidence collected from the patterns in the fossil record, rock record, continental shapes and glacial shearing, and sea-floor spreading. I can develop and use a model of the continents to demonstrate the theory of Pangaea. I can identify geologic activity and plate boundaries on a map. I can interpret data presented on a graph or chart relating to plate movement. I can determine where earthquakes come from. I can describe how earthquakes travel through the earth. I can explain how earthquakes are detected and located and their strength. I can describe how tsunamis are generated and travel, and the impact on land. I can describe how volcanoes are formed and the erupt. I can explain the relationship between volcanoes and plate tectonics. Weather and Climate Atmosphere, Weather and Climate MS ESS: 2-5 I can explain what an air mass is and how they are formed. I can identify how air masses flow from regions of high pressure to low pressure causing weather changes (eg. Temperature, pressure, humidity, precipitation and wind) at a certain location. I can explain how weather conditions change when air masses collide. I can use weather data mapping to explain weather forecasts. I can use basic statistics to compare local and global weather patterns and probabilities. I can explain the difference between weather and climate I can address the unpredictability of weather patterns using data. I can explain how the Earth s rotation creates winds through the Coriolis Effect. Oceans, Weather and Climate- [Currents] MS ESS: 2-6 I can identify how the unequal heating of the earth (eg. Trade wind, Westerlies, and polar Easterlies) causes atmospheric circulation. I can identify how the unequal heating of ocean water creates currents.

4 I can construct a model, diagram, map or digital representation to indicate the patterns by latitude, altitude and/or geographical land distribution. I can explain what climate is. I can compare and contrast models of oceanic and atmospheric circulation to explain how local and regional climates are created by. I can explain how temperature can affect the density of ocean water. I can design and conduct an experiment to show convection currents. Earth s Resources Natural Resources MS ESS: 3-1 Earth and Human Activity MS ESS: 3-2 I can define and differentiate between renewable and non-renewable energy resources. I can tell the difference between the organic material from which coal forms and the organic material from which petroleum and natural gas mainly forms. I can discuss the formation of fossil fuels, how they are obtained, and distributed. I can explain how the formation of precious metals correlates with past volcanic and hydrothermal activity. I can define biosphere resources to include agriculture crops, land and water based organisms, building materials, biomass fuels, plant based textiles, atmospheric oxygen, and pharmaceutical stocks. I can define water resources to include stream, lake, groundwater, and glacier run-off. I can identify the sources of fresh water. I can evaluate the ideas and information presented by the scientific community in the use of renewable, non-renewable, and inexhaustible resources. I can analyze and interpret information from scientific agencies that report on earthquakes, tsunamis and volcanic eruption. I can use the gap hypothesis method to understand the frequency and occurrence of major earthquakes. I can identify natural disasters like earthquakes, hurricanes, tornadoes, floods, droughts, and forest fires. I can give examples of surface system natural disasters like avalanches, landslides, and coastal erosion as a result of natural disasters. I can determine the geographic regions for the risks where hazards occur.

5 I can examine the graphs, maps, charts, and diagrams on the frequency, magnitude and resulting damage from natural disasters and severe weather. Earth and Human Activity MS ESS: 3-3 MS ESS: 3-4 Weather and Climate: Climate Change MS ESS: 3-5 I can identify the human impact of using renewable, non-renewable, and inexhaustible resources on the environment. I can give examples of how humans positively and negatively impact the environment. I can define geosphere, hydrosphere, atmosphere, and biosphere. I can address how human activities such as building, pollution, transfer of invasive species, etc., impact each sphere. I can create a plan to reduce the negative impact humans have on water resources, by management, reducing pollution, and the release of greenhouse gases. I can use graphs, maps, charts, and diagrams to determine how human activity impacts each sphere. I can read and interpret graphs and data tables showing human population and the impact on natural resources. I can draw conclusions on the human consumption of natural resources and the impact on Earth s systems. I can collaborate to generate solutions to lessen the impact of humans on Earth s natural resources. I can present written and oral information supported by data collected from scientific resources that support the need for coexistence with our environment I can explain how heat is transferred through convection, conduction, and radiation. I can explain what the greenhouse effect is and how it contributes to global warming. I can create a model to simulate the greenhouse effect. I can describe the causes of the greenhouse effect. I can explain the greenhouse effect and its role in global warming. I can examine tables, graphs, and maps of global temperatures and find correlations tied to human impact. I can discuss my local climate past, present and future.

6 7 th Grade Science Power Standards and Learning Targets Power Standard Cells to Body Systems Growth and Reproduction Cell Processes Description/Learning Targets I can recognize all living things are made of cells. I can distinguish whether a cell is living or nonliving. I can investigate different types of cells using a microscope. I can understand the difference between a unicellular and multicellular organism. I can identify the following organelles: nucleus, chloroplasts, mitochondria, cell membrane, and cell wall in plant and animal cells. I can explain h o w these organelles perform specific jobs that help the cell stays alive. I can build a model of a plant or animal cell. I can identify the organization of life from cells to an organism. I can design and conduct an experiment that utilizes subsystems within a system showing that these must work together in order for the system to function. I can describe the interactions of body systems. (ie. Circulatory, excretory, digestive, respiratory, muscular, and nervous ) I can argue that the body is a system that contains subsystems that work together. II can identify a set of specific behaviors that contribute to successful reproduction in animals. (i.e. Nest building to protect young from cold, herding animals to protect young from predators, vocalization of animals and colorful plumage to attract mates for breeding) I can argue the connection between animal b e h a v i o r s and successful plant reproduction. (i.e. Transferring pollen or seeds, creating conditions for seed germination and growth.) I can argue that connection of specialized plant structures {ie. bright flowers attracting butterflies transferring pollen, flower nectar and odors that attract insects that transfer pollen, and hard shells on nuts that squirrels bury) that aid in the reproduction of plants. I can identify the environmental conditions (i.e. abundance of food, light, space and water) and genetic factors (i.e. large breed cattle and species of grasses) that affect the growth of organisms. I can explain using data h o w environmental and genetic factors affect the growth of organisms. (i.e. Drought -decreasing plant growth, fertilizer- increasing plant growth, different variety of plant seeds growing at different rates in different conditions and fish growing larger in large ponds then they do in small ponds) I can trace carbon through the carbon cycle.

7 I can explain that plants use energy from the sun to produce food. I can explain that energy is transferred from plants to animals and is related to photosynthesis. I can explain the process of cellular respiration. I can develop a model that demonstrates food being broken down and rearranged to form new molecules, to support growth, or to release energy. I can identify the role and major parts of the nervous system. I can describe the 3 main parts of the brain (cerebrum, cerebellum, brain stem) and their functions. I can explain how sensory receptors respond to stimuli by sending messages to the brain to be processed for immediate behavior or stored as memories. I can explain how the brain is able to store long-term memory, by changing the structure and function of the brain. Heredity History of Life I can describe structure of DNA, including proteins, genes, and chromosomes. I can explain how traits are expressed thru genes. I can identify harmful, beneficial, and neutral genetic mutations. I can infer that changes in genetic material may result in making different proteins. (i.e. Insertion, deletion, and substitution) I can identify asexual reproduction and sexual reproduction. I can explain genotype, phenotype, homozygous, heterozygous, dominant gene and recessive gene. I can create a pun net square model to show genetic variations in offspring. I can simulate a genetic cross between two parents to produce variations in offspring. I can defend the absence of variation in asexual I can identify anatomical structures in an organism when looking at fossil record. I can interpret data that shows existence, diversity, extinction and change in an organism by a looking at a fossil record. I can argue that consistent patterns in natural systems (i.e. Extinction vs. anatomical change, survival of the fittest) occur today as they did in the past. I can identify anatomical differences and similarities among modern organisms. I can infer change over time relationships between fossil and living organisms using anatomical characteristics. (i.e. dinosaurs are more closely related to lizards than to fish, homologous skeletal structures in mammals, horse evolution series from Eocene to present day horses.) I can identify embryological characteristics of a species.

8 I can recognize similarities and differences of embryological development across related species. Natural Selection Interactions and Ecosystems Maintaining Biodiversity I can identify genetic traits that increase the chance of an organism's survival and reproduction. I can explain how variation of traits increases the chance of an organism's survival and reproduction using a probability statement. (i.e. Laying 50,000 eggs at once vs. one egg at a time, legs twice as long increase speed vs. shorter legs) I can recognize how humans have influenced desired traits in specific organisms (i.e. Artificial selection, genetic modification, animal husbandry, and gene therapy) I can describe the impact of these technology and scientific discoveries on society. (i.e. genetically modified foods, growth hormone in animals, cloning) I can describe the process of natural selection. I can explain how natural selection affects a population over time. I can use mathematical models, probability statements, and/ or proportional reasoning that explain how specific traits in a population increase or decrease over time. I can identify an organism's basic needs and the resources supplied by the ecosystem (i. e. periods of abundant and scarce resources). I can create a food chain/web that shows changes of population in an ecosystem. I can analyze data from charts/graphs to explain cause and effect relationships between organisms and their environment. I can describe interactions among organisms: competition, predation, parasitism, commensalism, and mutualism. I can explain common interactions among organisms in multiple ecosystems. (i.e. Ocean, forests, wetlands, deserts, terrariums, cities) I can identify cycles in nature. (i.e. Carbon cycle, nitrogen cycle, and water cycle) I can build a model to demonstrate a cycle in nature (i.e. carbon cycle, water cycle, nitrogen cycle- soda bottle terrariums) I can describe the conservation of matter. (i.e. the amount of matter does not change just its form-ex. dead animal = soil = plant nutrients = animal food ) I can recognize the flow of energy in an ecosystem. I can identify physical (non-living) and biological (non-living) components of an ecosystem. I can explain how physical and biological components affect a population. I can recognize patterns in data that show changes in populations.

9 I can infer why changes in populations occur in an ecosystem. I can identify ecosystem services (i.e. Water purification, nutrient recycling and soil erosion prevention) I can identify the scientific, economic, and social positions in a given biodiversity scenario. I can recognize that not all decisions are made by science alone, but other factors affect the outcome. I can evaluate the different scientific, economic, and social arguments for ecosystem services and how they maintain the biodiversity of an ecosystem. 8 th Grade Science Power Standards and Learning Targets Power Standard Molecules Chemical and Physical Properties Chemical and Physical Properties Description/Learning Targets I can recognize that there are different types of atoms and that those atoms are the building blocks for all matter I can build models of molecules I can compare different types of molecular structures I can indicate that a chemical reaction has occurred based on my observations I can identify whether a change is chemical or physical I can compare and contrast chemical and physical changes I can categorize substances as being acids, bases, or neutrals I can list, define and identify chemical and physical properties of matter I can identify substances as elements, compounds and mixtures I can describe the components of a solution I can use the properties of matter to create or separate solutions and mixtures I can explain how natural resources are transformed into synthetic materials I can give examples of how natural resources are impacted by the production of synthetic materials I can describe how the production of synthetic materials has impacted society I can describe the motion of particles as thermal energy is either added or taken away I can compare and contrast how different substances are affected by thermal energy I can explain how shape and volume are affected by thermal energy

10 Molecules Force and Motion I can build one or more reactant molecules and rearrange them into their products. I can explain why there are no leftover atoms in a chemical reaction I can define conservation of mass I can explain why chemical reactions lead to specific ratios of products I can construct a device to determine the thermal energy change of a chemical reaction I can test a device to determine the thermal energy change of a chemical reaction I can modify a device to determine the thermal energy change of a chemical reaction I can define Newton s Third law I can design a solution to a problem involving the motion of two colliding objects I can connect the solution design to Newton s Third Law I can define Newton s First Law I can define Newton s Second Law I can describe the sum of forces on an object I can predict the motion of an object based on the forces acting on that object I can plan an investigation to provide evidence showing the relationships among an object s motion, mass, and the forces acting on that object Electricity & Magnetism Force & Motion I can describe electrical circuits I can explain how electricity is generated I can categorize substances as either conductors or insulators I can describe how an electromagnet works I can explain how magnetic force is generated I can list factors that affect the strength and direction of electric and magnetic fields When given data, I can ask questions to determine which factor affects the strength and direction of electric and magnetic fields I can define gravity I can predict how objects in motion are affected by gravity I can use data to explain how objects in space affect each other s motion I can explain why smaller objects orbit larger objects

11 Electricity & Magnetism I can conduct an investigation that will gather evidence that force fields exist between objects exerting forces on each other, even though the objects are not in contact. I can evaluate an investigation that gathers evidence that force fields exist between objects exerting forces on each other, even though the objects are not in contact. Kinetic and Potential Energy I can define kinetic energy I can construct a graph showing the relationship between kinetic energy and mass I can construct a graph showing the relationship between kinetic energy and speed I can interpret a graph showing the relationship between kinetic energy and mass I can interpret a graph showing the relationship between kinetic energy and speed I can define potential energy I can predict where transformations between potential and kinetic energy will take place I can describe how potential energy changes as distance between objects changes I can make a model that represents the change of potential energy in different arrangements of objects I can define potential energy I can predict where transformations between potential and kinetic energy will take place I can describe how potential energy changes as distance between objects changes I can make a model that represents the change of potential energy in different arrangements of objects I can design an investigation that shows the relationship between the energy transferred and the type of matter I can design an investigation that shows the relationship between the energy transferred and mass I can design an investigation that shows the relationship between the energy transferred and different masses of the same matter I can design an investigation that shows the relationship between the energy transferred and the temperature I can define momentum I can describe the law of conservation of energy

12 Waves I can provide supporting evidence that when an object is in motion energy will be transferred to and from its surroundings I can define and describe the properties of mechanical waves I can give examples of mechanical waves I can measure the amplitude of a mechanical wave I can calculate how the energy of a wave changes as its amplitude changes I can compare and contrast light and mechanical waves I can define medium as it pertains to waves I can create a model that demonstrates the transmission of waves through matter I can create a model that demonstrates the absorption of waves by matter I can create a model that demonstrates the reflection of waves by matter I can describe how waves are used to transmit information