Enhanced Standards 6th Grade Final

6
th
Grade Science

Enhanced DoDEA Science Indicators
Vetted by the Kaiserslautern District Middle School Science Design Team

Spring 2014
Enhanced DoDEA Science Indicators (6th Grade) Revised May 27th, 2014 Page 2
6
th
Grade Science

Enhanced DoDEA Science Indicators

6Sa: 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.
Indicator Essential Understandings Assessment Guidelines:

6Sa.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.

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.
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 to use science
tools safely, accurately, and
appropriately.
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.
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: 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 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 thermometersa wet bulb and a
dry bulbheld 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
o
F and
o
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.

NOTE : 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 multimeters. 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 (plae/flat), or prisms. Students to 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.

6Sa.2: Differentiate
between observation and
inference during the
analysis and interpretation
of data.

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
differentiate between observations
and inferences during the analysis
and interpretation of data;
assessment should be to
distinguish between observations
(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 colu 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.

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
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 a graph.

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).
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.

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.
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.

6Sa.3: Classify organisms,
objects, and materials
according to their physical
characteristics by using a
dichotomous key.

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.

classify organisms, objects, and
materials using a dichotomous key;
the primary focus of assessment
should be to determine the identity
of the organism, object, or material
by following a dichotomous key.

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.

It is not essential for students to construct dichotomous keys.

6Sa.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).

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
o Research and gather information on what is already known about the
problem or need
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.


Designing a solution or a product
o Generate ideas on possible solutions or products
o Evaluate the factors that will limit or restrict the solution or product
design
o 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
o Build and test the solution or product
o Identify any problems with the solution or product
o If necessary, redesign the solution or product to eliminate any problems
in the design
Evaluating the solution or the product
o Determine if the solution or product solved the problem
o Identify the pros and cons of the solution or product

The 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
o Plan for independent (manipulated) and dependent (responding)
variables
o Plan for factors that should be held constant (controlled variables)
o List the materials needed to conduct the experiment
o List the procedures to be followed
o Plan for recording, organizing and analyzing data
Conduct the experiment and record data (observations) in tables, graphs,
or charts
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.

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).

6Sa.5: Use appropriate
safety procedures when
conducting investigations.

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.

It is essential for students to use tools safely and accurately, including a
spring scale, beam balance, barometer, and sling psychrometer, when
conducting investigations.

NOTE: (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.
use appropriate safety procedures
when conducting investigations;
assessment should be to apply
correct procedures that would be
needed to conduct a science
investigation.

identify safety procedures that are
needed while conducting an
investigation; or recognize when
safety procedures are being used.

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 the 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 the
student, 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.
.
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.

6Sb: The student will demonstrate an understanding of structures, processes, and responses of plants
that allow them to survive and reproduce. (Life Science)
Indicator Essential Understandings Assessment Guidelines

6Sb.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).

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

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.
summarize characteristics that all
organisms share; therefore, the primary
focus of assessment should be to
generalize the major points about
characteristics that all organisms share.

should also require student to recall or
exemplify

Energy is released from food in most organisms through the process

of respiration.

They respond to stimuli
A stimulus is any change in an organisms 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.

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. The egg (female reproductive cell) and sperm (male
reproductive cell) from these two parents combine to make an
offspring that is different from both parents.

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 organism becoming more complex structurally.
Organisms require energy to grow and develop.

It is not essential for students to know about the origins of life,
mitosis or meiosis, or the chemical equations for photosynthesis and
respiration

6Sb.2: Recognize the
hierarchical structure of the
classification (taxonomy) of
organisms (including the
seven major levels or
categories of living

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.
recognize the hierarchical structure of
the classification of organisms;
assessment should be to remember the
classification scheme for organisms.
thingsnamely, kingdom,
phylum, class, order,
family, genus, and
species).
An organism is placed into a broad group and is then placed into
more specific groups based 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 organisms scientific 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 organisms scientific
name.

Scientific name
The scientific name of an organism is made up of its genus and
species.
It is written in italics (Genus species) with the genus capitalized.
For example, Canis lupus is the scientific name for the wolf and
should also require students to recall
characteristics of each level of
organization that determines which
organisms are placed within it; or
identify an appropriate example of a
scientific name.

Pinus taeda is the scientific name for a loblolly pine.

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

6Sb.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).

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 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 trees 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
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).

should also require students 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 on their
characteristics.

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 surrounded by a seed
coat. From those seeds, new plants grow.
There are two major groups of seed-producing plants: cone-bearing
plants and flowering plants.

Spore-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 include mosses and ferns.

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.

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.

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.

Dicot
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 arranged in circular bundles.
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 terms gymnosperm and angiosperm need not be used at
this time. Students do not need to know the origin or evolution of the
plant kingdom.

basic functions of the
structures of a flowering
plant 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 the plant might 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
fruits and leaves with poisons so that they are not eaten by animals
the ability to close its leaves when touched (thigmotropism)
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 photosynthesis, respiration, and
transpiration in plants.
Stems support the plant and hold the leaves up to the light. Stems
also function as food storage sites.
o The xylem in the stems transports water from the roots to the
leaves and other plant parts.
o The phloem in the stems transport food made in the leaves 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.

should also require student too identify
the parts of a flower used for
reproduction; identify structures in
plants used for defense, survival, or
reproduction; illustrate a flower or plant
structures using words, pictures, or
diagrams; or classify a structure based
on its function for defense, survival, or
reproduction.

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 surface area on the root that is available, the more water
and nutrients it can absorb.
Root hairs help to increase this surface area.
There are two types of roots: fibrous roots and taproots.
Fibrous roots consist of several main roots that branch off to form a
mass of roots.
o Examples are grass, corn, and some trees.
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 Reproduction
Parts 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 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 contains
The ovary, which contains the ovules where the egg cells are
produced,
the stigma, which is the sticky top where pollen grains land, and
the style, which is a stalk down which the pollen tube grows after
pollination has taken place

Seed
The ovule that contains the fertilized egg (embryo) from which new
plants are formed.
A fruit that is formed from the ovary often protects them.

It is not essential for students to know the cell layers of leaf
structures or other structures of roots or stems.

6Sb.5: Summarize each
process in the life cycle of
flowering plants (including
germination, plant
development, fertilization,
and seed production).

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.

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.
summarize each of the processes in the
life cycle of flowering plants; therefore,
be to generalize the major points about
the life cycle of seed plants (including
germination, plant development,
fertilization, and seed production).

the individual stages; illustrate the life
cycle stages using words, pictures, or
diagrams; or classify by sequencing the
stages of the life cycle.

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

6Sb.6: Differentiate
between the processes of

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

reproduction of 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.
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
asexual reproduction in plants;
assessment should be to distinguish
between processes and structures that
result in asexual reproduction from
those that result in sexual reproduction
in plants.

the requirements for sexual
reproduction in flowering plants;
exemplify asexual reproduction in
plants; or identify structures that allow
asexual plant reproduction to take place

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.

processes required for
plant survival (including
photosynthesis, respiration,
and transpiration).

It is essential for students to know that plants are organisms that
perform certain processes necessary for survival.

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 light energy.
During this process, plants use carbon dioxide gas from the air (taken
in through openings, or pores, in the leaf called stomata) 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 the stomata.
Photosynthesis is the process that 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
down the sugar in the cells throughout the plant in a process called
respiration.
In this process, oxygen from the air (taken in through the stomata)
combines with the sugar, which is then broken down into carbon
dioxide and water.
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 stomata in 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
summarize plant processes necessary
for survival; therefore, the primary focus
of assessment should be to generalize
the major points about the processes of
photosynthesis, respiration, and
transpiration.

should also require student to identify
the component plant parts necessary
for 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.

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 the
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.

6Sb.8: Explain how plants
respond to external stimuli
(including dormancy and
the forms of tropism known
as phototropism,
gravitropism, hydrotropism,
and thigmotropism).

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 moves in response to light

Gravitropism - The way a plant grows or moves in response to gravity;
also called geotropism

Hydrotropism - The way a plant grows or moves in response to water
explain how plants respond to external
stimuli; therefore, the primary focus of
assessment should be to construct a
cause-and-effect model of plants
responding to external stimuli through
dormancy or tropisms.

the responses of plants including
dormancy and tropisms; exemplify
tropisms in plants; or illustrate the forms
of tropism using words, pictures, or
diagrams.


Thigmotropism - The way a plant grows or moves in response to
touch

It is not essential for students to know other tropisms, negative or
positive tropisms, or the internal causes for tropisms

6Sb.9: Explain how
disease-causing fungi can
affect plants.

It is essential for students to know that 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: 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.
explain the effects of disease-causing
fungi on plants; therefore, the primary
construct a cause-an-effect model of
the ways that plants are affected by
fungi.

recognize fungi that cause disease in
plants; or recall that not all fungi are
harmful.

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

6Sc: The student will demonstrate an understanding of structures, processes, and responses of animals
that allow them to survive and reproduce. (Life Science)


6Sc.1: Compare the
characteristic structures of
invertebrate animals
(including sponges,
segmented worms,
echinoderms, mollusks,
and arthropods) and
vertebrate animals (fish,
amphibians, reptiles, birds,

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.
compare the characteristic structures of
vertebrates and invertebrates;
assessment should be to detect ways
that these organisms are alike and
different.

and mammals).

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.

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.

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.

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 worms 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
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.

6Sc.2: Summarize the
basic functions of the
structures of animals that
allow them to defend
themselves, to move, and
to obtain resources.

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
Allow an animal to hide from a predator or warn a predator (for
example skin color (camouflage) or patterns (mimicry))
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, tails, 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)
summarize basic functions of structures
for defense, movement, and resource
obtainment; therefore, the primary focus
major points about the parts of an
organism that allow for these functions.
individual structures and their primary
functions; exemplify or illustrate
structures using words, pictures, or
diagrams; or classify structures by their
functions.

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.

6Sc.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.

It is essential for students to know the characteristics of endothermic
and ectothermic animals and how these animals respond to changes in
their environmental temperatures. Animals that are vertebrates differ in
their abilities to regulate body temperature.

Warm-blooded (endothermic)
Animals, including birds and mammals, which maintain a nearly
constant internal temperature and do not change with the temperature
of the environment.
When the outside temperature is too hot, an endothermic animal can
cool off by sweating, panting, changing position, or changing location.
Sweating and panting generate heat loss through evaporating water.
Changing position and location allow the animal to find a cooler
environment in the shade or shelter.
Endothermic animals must eat much more often than ectothermic
animals since it takes energy to maintain a constant body
temperature. For example, a lion must eat its weight in food every
seven to ten days.

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 (for example
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, ectothermic animals will need to find a
cooler temperature or burrow in the ground to keep its body cool.
If an animal is cold blooded, they take on the temperature of their
compare responses of cold-blooded
(ectothermic) and warm-blooded
(endothermic) organisms to their
environment; therefore, the primary
detect similarities and differences in
ectothermic to endothermic organisms.
organisms that are cold-blooded and
those that are warm-blooded; exemplify
responses that would occur due to
changes in the environment; or classify
organisms as endothermic or
ectothermic.

surroundings so they don't have to use food energy to keep warm.

This means they don't have to eat as often.
It is not essential for students to understand the chemical processes
involved with warm-blooded and cold-blooded animals.

6Sc.4: Explain how
environmental stimuli
cause physical responses
in animals (including
shedding, blinking,
shivering, sweating,
panting, and food
gathering).

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:

Shedding
To maintain internal temperatures, animals may form thick coats of fur
or feathers to insulate their body from cold weather; in hot weather
animals will shed this extra covering, providing a cooling effect.

Sweating
Sweating is an organisms 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 animals mouth and lungs, cooling
the animal.

Shivering
Shivering is a mammals 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
explain how environmental stimuli
cause physical responses in animals;
cause-and effect model of the various
physical responses that animals have
due to environmental stimuli.
physical responses of various animals;
summarize responses that occur due to
environmental stimuli; or exemplify
ways that the environment affects
animals.

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 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
may be bears, penguins, walruses, chipmunks, or ants.

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

6Sc.5: Illustrate animal
behavioral responses
(including hibernation,
migration, defense,
and courtship) to
environmental stimuli.

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.
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

illustrate animal behavioral responses
to environmental stimuli; therefore, the
to give examples of animal behavioral
responses (including hibernation,
migration, defense, and courtship) using
pictures, diagrams, or words.

information about behavioral responses;
explain how environmental stimuli result
in animal behaviors; or summarize
animal behaviors that result from
environmental stimuli.

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:
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.
Chameleons and other lizards change colors to blend into the
environment to avoid predators.
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.
Stingers: Wasps and bees use a stinger for protection when
frightened or threatened.
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.
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.
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
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 the chemical mechanisms for
the behaviors studied here, technologies for tracking the migration of
animals, or other types of animal behaviors.

6Sc.6: Summarize how the
internal stimuli (including
hunger, thirst, and sleep) of
animals ensure their
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
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 bodys ability to function.
summarize how internal stimuli of
animals ensure their survival; therefore,
be to generalize the main points about
internal stimuli (including hunger, thirst,
and sleep) and their affects on animal
behavior.

internal stimuli (cues); exemplify
responses to internal stimuli; or
compare animals survival responses to
internal stimuli.
It is not essential for students to know the internal chemical
mechanisms for the stimuli studied here.

6Sc.7: Compare learned to
inherited behaviors in
animals.

It is essential for 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 to a good or bad result. For example,
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.

a particular behavior as learned or
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.
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.

It is not essential for students to know how inherited traits are
passed from parents to offspring through genetics.

6Sd: The student will demonstrate an understanding of the relationship between Earths atmospheric
properties and processes and its weather and climate. (Earth Science)


6Sd.1: Compare the
composition and structure
of Earths atmospheric
layers (including the
gases and differences in
temperature and pressure
within the layers).

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

compare the composition and structure
of Earths atmospheric layers; therefore,
be to detect similarities and differences
between the layers (including the gases
and differences in temperatures and
pressure within the layers).


common gases or the layer where
weather occurs; recall where the ozone
layer is located; or classify by
sequencing the layers

It is not essential for students to know the exact distance between
each layer or the temperature of the layers. The chemistry of the gas
particles (such as H2 is an element and CO2 is a compound) is not
expected at this grade level. They do not need to compare the
properties of pure air with the air containing particulate matter and
unnatural gases, polluted air.

6Sd.2: Summarize the
interrelationships among
the dynamic processes of
the water cycle
(including precipitation,

It is essential for students to It is essential for students to 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:

summarize the interrelationships among
the processes of the water cycle;
evaporation, transpiration,
condensation, surface-
water flow, and
groundwater flow).

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.

Evaporation/Transpiration
Water enters the atmosphere as water vapor through evaporation and
transpiration, plants releasing water vapor.

Condensation
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.

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

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.

6Sd.3: Classify shapes
and types of clouds
according to elevation and
their associated weather

It is essential for students to 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:

classify shapes and types of clouds
according to elevation and their
associated weather conditions and
conditions and patterns.

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

It is also 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.
patterns; therefore, the primary focus of
assessment should be to determine the
cloud category based on the
description.
recognize a cloud types based on a
description; illustrate cloud shapes or
types through pictures or words; or
compare weather conditions associated
with cloud types.

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.

6Sd.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.

It is essential for studencorilts 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.
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.
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
the major points about these factors in
their relationship to storms (including
thunderstorms, hurricanes, and
tornadoes) weather conditions.

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 conditions(s) along fronts or
within air masses.
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 Earths 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.

6Sd.5: Use appropriate
instruments and tools to
collect weather data
(including wind speed and
direction, air temperature,
humidity, and air pressure).

It is essential for 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.

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.

The objective of this indicator is to use
appropriate instruments and tools to
collect weather data; therefore, the
to apply a procedure to the tool that
would be needed to measure wind
speed, wind direction, air temperature,
humidity, and air pressure.

weather instruments that measure
certain weather conditions; interpret the
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 - A tool used for measuring the amount of precipitation in
inches or centimeters
reading on the instrument for accurate
data; or interpret the scale on weather
instruments.

It is not essential for students to know 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.

6Sd.6: Predict weather
conditions and patterns
based on weather data
collected from direct
observations and
measurements, weather
maps, satellites, and radar.

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 6Sb.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 hurricanes 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 hurricanes 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.
predict weather conditions and patterns
based on weather data collected from
direct observations and measurements,
weather maps, satellites, and radar;
assessment should be to take the
presented materials 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.

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.
Information found on a station model can include cloud cover,

temperature (85F), wind direction and speed, precipitation (* - snow,
rain), or barometric pressure (1002 mb).

Satellites
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.

6Sd.7: Explain how solar
energy affects Earths
atmosphere and surface
(land and water).

It is essential for students to know that the driving energy source for
heating of Earth and circulation in Earths atmosphere comes from the
Sun and is known as solar energy.
Some of the Suns energy coming through Earths 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 Earths atmosphere.
Solar energy that is absorbed by Earths 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.

explain how solar energy affects Earths
atmosphere and surface (land and
water); therefore, the primary focus of
cause and effect model of solar
energys impact on Earths atmosphere
and on the land and water surfaces.

summarize the process known as the
greenhouse effect; or identify factors in
the atmosphere that would either reflect
or absorb solar energy.

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.

6Sd.8: Explain how
convection affects weather
patterns and climate.

It is essential for students to know that because warm air near
Earths 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: 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
(6Sd.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 Earths 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
o to the convection regions at various latitudes,
o to temperature differences between the equator and the poles, and
also
o to warm and cold surface ocean currents
explain how convection affects weather
patterns and climate; therefore, the
to construct a cause-and-effect model
of convections impact on Earths
convection regions, global winds, ocean
surface currents, and climate.

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.


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.

6Sd.9: Explain the
influence of global winds
and the jet stream on
weather and climatic
conditions.

It is essential for students to know that global winds are found in
each convection region (6Sd.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.
explain the influence of global winds
and the jet stream on Earths weather
and climatic conditions; therefore, the
of how weather and climatic conditions
are moved by global winds and also
how the jet stream moves weather
systems in the Northern Hemisphere.

diagrams related to global winds or the
jet
The subtropical jet stream can bring warm tropical conditions from the
south (in the northern hemisphere).
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.

6Se: The student will demonstrate an understanding of the law of conservation of energy and the
properties of energy and work. (Physical Science)

6Se.1: Identify the sources

and properties of heat, solar,
chemical, mechanical, and
electrical energy.

It is essential for 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
(5
th
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 (6sb.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.
identify the sources and properties of
heat, solar, chemical, mechanical, and
electrical energy; therefore, the primary
retrieve from memory sources and
properties of the forms of energy listed.
recognize forms of energy by their
sources.


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. Mechanical kinetic energy increases as an
object moves faster. A moving car has kinetic energy. If the car
moves faster, it has more kinetic energy.

NOTE: 6th grade students are only responsible for kinetic and
potential mechanical energy.

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.

6Se.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.

It is essential for 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:

Mechanical energy transformations
The 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.

explain how energy can be transformed
from one form to another in accordance
to the law of conservation of energy;
cause-and-effect model of how energy
transformations follow the Law of
Conservation of 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 downhill 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 Suns 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
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.

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 6Se.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.

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.

6Se.3: Explain how
magnetism and electricity
are interrelated by using
descriptions, models, and
diagrams of
electromagnets,
generators, and simple
electrical motors.

It is essential for 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.
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.
explain how electricity and magnetism
are interrelated by using descriptions,
models and diagrams of
electromagnets, generators, and simple
electrical motors; therefore, the primary
construct a cause-and-effect model of
how electricity and magnetism are
interrelated.

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.
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.

6Se.4: Illustrate energy
transformations (including
the production of light,
sound, heat, and
mechanical motion) in
electrical circuits.

It is essential for 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.

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.
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.
that energy transformations can only
occur when an electrical circuit is
complete; recognize devices used to
transfer electrical energy to another
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
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
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
form of energy in an electrical circuit; or
infer the type of energy transformations
that would occur with specific devices.

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.
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 Ohms Law.

6Se.5: Illustrate the
directional transfer of heat
energy through convection,
radiation, and conduction.

It is essential for students to know energy transfer as heat can occur
in three ways:

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.
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.
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.

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.

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.

6Se.6: Recognize that
energy is the ability to do
work (force exerted over a
distance).

It is essential for 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).
recognize that energy is the ability to do
work (force exerted over a distance);
assessment should be to remember
that work is force exerted over a
distance.

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.

It is not necessary 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 or joules.

6Se.7: Explain how the
design of simple machines
(including levers, pulleys,
and inclined planes) helps
reduce the amount of force
required to do work.

It is essential for 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.
explain how the design of simple
machines helps reduce the amount of
force required to do work; therefore, the
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:

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: (1) By increasing the distance from the fulcrum
to the point where the effort force is applied, or (2) 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: (1) increase the length of the ramp or (2)
decrease the height of the ramp.
By increasing the distance the effort force moves (length of the ramp)
which shows how the design of simple
machines (including levers, pulleys, and
inclined planes) reduces the effort force
or changes its direction.

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.

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.

6Se.8: Illustrate ways that
simple machines exist in
common tools and in
complex machines
It is essential for 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.
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.
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.

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.

Wheel and axles can be found as door knobs, steering wheels,

screwdrivers, gears, and bicycles wheels.

Complex machines
Complex 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 classes of levers are in
common tools or complex machines.

Enhanced Standards 6th Grade Final

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6

Vetted by the Kaiserslautern District Middle School Science Design Team

(amounts) or measurements (including the unit label) or observations

100% of the data.

on scientific observations, inferences, and collected data that states the

Energy is released from food in most organisms through the process

Pinus taeda is the scientific name for a loblolly pine.

these plants being very small in size.

The vascular tube structures are usually scattered randomly

growing parts of the plant.

sexual and asexual

process is called transpiration.

surroundings so they don't have to use food energy to keep warm.

Courtship behaviors ensure that males and females of the same

However, appropriate assessments

conditions and patterns.

Information found on a station model can include cloud cover,

6Se.1: Identify the sources

Examples of potential kinetic mechanical transformations might

Thus mechanical energy is changed to electrical energy by a

The electrical energy in outlets may come from chemical energy

This radiated energy warms an object when it is absorbed.

It is essential for students to know that energy is a property that

relative to the distance the weight is lifted (height of the ramp), an

It is essential for students to know how simple machines, such as

Wheel and axles can be found as door knobs, steering wheels,

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