6th grade ecosystems

CURRICULUM STANDARDS AND COMPANION DOCUMENTS

6th Grade - Ecosystems

Contains:- Science Companion Document for 6th Grade Ecosystems unit- General Inquiry Questions Assessment questions- 6th Grade Ecosystems Assessment questions- 6th Grade Science Expectations- 6th Grade ELA Expectations- 6th Grade Mathematics Expectations- 6th Grade Social Studies Expectations- Grade 6-8 Technology Expectations

Introduction to the K-7 Companion Document An Instructional Framework

Overview The Michigan K-7 Grade Level Content Expectations for Science establish what every student is expected to know and be able to do by the end of Grade Seven as mandated by the legislation in the State of Michigan. The Science Content Expectations Documents have raised the bar for our students, teachers and educational systems. In an effort to support these standards and help our elementary and middle school teachers develop rigorous and relevant curricula to assist students in mastery, the Michigan Science Leadership Academy, in collaboration with the Michigan Mathematics and Science Center Network and the Michigan Science Teachers Association, worked in partnership with Michigan Department of Education to develop these companion documents. Our goal is for each student to master the science content expectations as outlined in each grade level of the K-7 Grade Level Content Expectations. This instructional framework is an effort to clarify possible units within the K-7 Science Grade Level Content Expectations. The Instructional Framework provides descriptions of instructional activities that are appropriate for inquiry science in the classroom and meet the instructional goals. Included are brief descriptions of multiple activities that provide the learner with opportunities for exploration and observation, planning and conducting investigations, presenting findings and expanding thinking beyond the classroom. These companion documents are an effort to clarify and support the K-7 Science Content Expectations. Each grade level has been organized into four teachable units- organized around the big ideas and conceptual themes in earth, life and physical science. The document is similar in format to the Science Assessment and Item Specifications for the 2009 National Assessment for Education Progress (NAEP). The companion documents are intended to provide boundaries to the content expectations. These boundaries are presented as “notes to teachers”, not comprehensive descriptions of the full range of science content; they do not stand alone, but rather, work in conjunction with the content expectations. The boundaries use seven categories of parameters:

a. Clarifications refer to the restatement of the “key idea” or specific intent or elaboration of the content statements. They are not intended to denote a sense of content priority. The clarifications guide assessment.

b. Vocabulary refers to the vocabulary for use and application of the science topics and principles that appear in the content statements and expectations. The terms in this section along with those presented

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within the standard, content statement and content expectation comprise the assessable vocabulary.

c. Instruments, Measurements and Representations refer to the instruments students are expected to use and the level of precision expected to measure, classify and interpret phenomena or measurement. This section contains assessable information.

d. Inquiry Instructional Examples presented to assist the student in becoming engaged in the study of science through their natural curiosity in the subject matter that is of high interest. Students explore and begin to form ideas and try to make sense of the world around them. Students are guided in the process of scientific inquiry through purposeful observations, investigations and demonstrating understanding through a variety of experiences. Students observe, classify, predict, measure and identify and control variables while doing “hands-on” activities.

e. Assessment Examples are presented to help clarify how the teacher can conduct formative assessments in the classroom to assess student progress and understanding

f. Enrichment and Intervention is instructional examples that stretch the thinking beyond the instructional examples and provides ideas for reinforcement of challenging concepts.

g. Examples, Observations, Phenomena are included as exemplars of different modes of instruction appropriate to the unit in which they are listed. These examples include reflection, a link to real world application, and elaboration beyond the classroom. These examples are intended for instructional guidance only and are not assessable.

h. Curricular Connections and Integrations are offered to assist the teacher and curriculum administrator in aligning the science curriculum with other areas of the school curriculum. Ideas are presented that will assist the classroom instructor in making appropriate connections of science with other aspects of the total curriculum.

This Instructional Framework is NOT a step-by-step instructional manual but a guide developed to help teachers and curriculum developers design their own lesson plans, select useful portions of text, and create assessments that are aligned with the grade level science curriculum for the State of Michigan. It is not intended to be a curriculum, but ideas and suggestions for generating and implementing high quality K-7 instruction and inquiry activities to assist the classroom teacher in implementing these science content expectations in the classroom.

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HSSCE Companion Document

Sixth Grade GLCE Companion Document

Unit 2: Ecosystems

SCIENCE

• Big Ideas • Instructional Framework • Clarifications • Enrichment • Inquiry • Intervention • Vocabulary • Real World Context • Instruments • Literacy Integration • Measurements • Mathematics Integration

v.1.09

Sixth Grade Companion Document

6-Unit 2: Ecosystems

Table of Contents Page 1 Curriculum Cross Reference Guide Page 2 Unit 2: Ecosystems Page 4 Big Ideas (Key Concepts) Page 4 Clarification of Content Expectations Page 4

Inquiry Process, Inquiry Analysis and Communication, Reflection and Social Implications Page 12 Vocabulary Page 13 Instruments, Measurements, and Representations Page 13 Instructional Framework Page 14 Enrichment Page 18 Intervention Page 18 Examples, Observations and Phenomena (Real World Context) Page 18 Literacy Integration Page 19 Mathematics Integration Page 20

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6th Grade Unit 2: Ecosystems

Content Statements and Expectations

Code Statements & Expectations Page L.OL.M.5 Producers, Consumers, and Decomposers - Producers

are mainly green plants that obtain energy from the sun by the process of photosynthesis. All animals, including humans, are consumers that meet their energy by eating other organisms or their products. Consumers break down the structures of the organisms they eat to make the materials they need to grow and function. Decomposers, including bacteria and fungi, use dead organisms or their products to meet their energy needs.

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L.OL.06.51 Classify producers, consumers, and decomposers based on their source of food (the source of energy and building materials).

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L.OL.06.52 Distinguish between the ways in which consumers and decomposers obtain energy.

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L.EC.M.1 Interactions of Organisms - Organisms of one species form a population. Populations of different organisms interact and form communities. Living communities and nonliving factors that interact with them form ecosystems.

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L.EC.06.11 Identify and describe examples of populations, communities, and ecosystems including the Great Lakes region.

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L.EC.M.2 Relationships of Organisms – Two types of organisms may interact with one another in several ways: They may be in a producer/consumer, predator/prey, or parasite/host relationship. Some organisms may scavenge or decompose another. Relationships may be competitive or mutually beneficial. Some species have become so adapted to each other that neither could survive without the other.

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L.EC.06.21 Describe common patterns of relationships between and among populations (competition, parasitism, symbiosis, predator/prey).

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L.EC.06.22 Explain how two populations of organisms can be mutually beneficial and how that can lead to interdependency.

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L.EC.06.23 Predict and describe how changes in one population might affect other populations based upon their relationships in the food web.

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Code Statements & Expectations Page L.EC.M.3 Biotic and Abiotic Factors – The number of organisms

and populations an ecosystem can support depends on the biotic (living) resources available and abiotic (nonliving) factors, such as quality of light and water, range of temperatures, and soil composition.

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L.EC.06.31 Identify the living (biotic) and nonliving (abiotic) components of an ecosystem.

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L.EC.06.32 Identify the factors in an ecosystem that influence changes in population size.

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L.EC.M.4 Environmental Impact of Organisms – All organisms (including humans) cause change in the environment where they live. Some of the changes are harmful to the organism or other organisms, whereas others are helpful.

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L.EC.06.41 Describe how human beings are part of the ecosystem of the Earth and that human activity can purposefully, or accidentally, alter the balance in ecosystems.

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L.EC.06.42 Predict and describe possible consequences of overpopulation of organisms, including humans, (for example: species extinction, resource depletion, climate change, pollution).

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6 - Unit 2: Ecosystems

Big Ideas (Key Concepts)

• All life forms, including humans, are part of a global food chain in which

food is supplied by plants, which need light to produce food. • Ecosystems continually change with time as environmental factors and

populations of organisms change.

Clarification of Content Expectations

Standard: Organization of Living Things Content Statement – L.OL.M.5 Producers, Consumers, and Decomposers - Producers are mainly green plants that obtain energy from the sun by the process of photosynthesis. All animals, including humans, are consumers that meet their energy needs by eating other organisms or their products. Consumers break down the structures of the organisms they eat to make the materials they need to grow and function. Decomposers, including bacteria and fungi, use dead organisms or their products to meet their energy needs. Content Expectations L.OL.06.51 Classify producers, consumers, and decomposers based on their source of food (the source of energy and building materials). Instructional Clarifications 1. Classify is to arrange or order producers, consumers, and decomposers by

the source of food for growth and development. 2. Producers obtain food by trapping light energy to make food and supply

their energy needs (plants are examples of producers). 3. Consumers obtain their food directly from another organism by eating it

or being a parasite on or in it (animals, including humans are examples of consumers).

4. Decomposers use plants and animals as well as animal waste products as their food source (examples include bacteria and fungi).

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5. Decomposers release chemicals into the soil and water to break down these materials. This allows the decomposers to take in small particles and release minerals back to the environment to be recycled into plants.

6. A common misconception is that food accumulates in an ecosystem so that a top consumer (predator) has all the food from the organisms below it.

Assessment Clarification 1. Classify plants, animals (including humans), bacteria and fungi based on

their source of energy into the categories: producer, consumer, and decomposer.

2. Producers obtain food by trapping light energy to make food and supply their energy needs (plants are examples of producers).

3. Consumers obtain their food directly from another organism by eating it or being a parasite on or in it (animals, including humans are examples of consumers).

4. Decomposers use plants and animals as well as animal waste products as their food source (examples include bacteria and fungi).

5. Decomposers release chemicals into the soil and water to break down these materials. This allows the decomposers to take in small particles and release minerals back to the environment to be recycled into plants.

L.OL.06.52 Distinguish between the ways in which consumers and decomposers obtain energy. Instructional Clarifications 1. Distinguish means to recognize or know the difference between the ways

in which consumers and decomposers obtain energy. 2. Consumers obtain their energy directly from another organism by eating

it or being a parasite on or in it. Examples: rabbit eating a plant, mosquito eating blood.

3. Decomposers include a variety of organisms. Bacteria and fungi obtain their energy as they play a more fundamental role in the process of decomposition and nutrient recycling. Other decomposers help decomposition by breaking down larger particles of organic matter.

Assessment Clarifications 1. Consumers obtain their energy directly from another organism by eating

it or being a parasite on or in it, such as a rabbit eating a plant or a mosquito eating blood.

2. Bacteria and fungi obtain their energy as they play a more fundamental role in the process of decomposition and nutrient recycling. Other decomposers help decomposition by breaking down larger particles of organic matter.

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Standard: Ecosystems Content Statement: LEC.M.1 Interactions of Organisms - Organisms of one species form a population. Populations of different organisms interact and form communities. Living communities and nonliving factors that interact with them form ecosystems. Content Expectations L.EC.06.11 Identify and describe examples of populations, communities, and ecosystems, including those within the Great Lakes region. Instructional Clarifications 1. Identify and describe means to recognize and to tell or depict in spoken or

written words examples of populations, communities, and ecosystems including those within the Great Lakes region.

2. A population is a group of organisms of the same species living in a particular area at a particular time and can include plant or animal examples.

3. A community consists of populations of organisms living in a general area. Communities could include urban examples such as squirrels, bird populations, trees and other plants.

4. An ecosystem is an area whose communities are determined by the environmental conditions (abiotic factors) of the area. Example: Forests of Michigan thrive with certain soil conditions and amounts of rainfall per year. Michigan ecosystems include forests, wetlands, ponds, lakes and others.

5. The Earth supports diverse populations, communities and ecosystems. Assessment Clarifications 1. A population is a group of organisms of the same species living in a

particular area at a particular time and can include plant or animal examples.

2. A community consists of populations of organisms living in a general area. Communities could include urban examples such as squirrels, bird populations, trees and other plants.

3. An ecosystem is an area whose communities are determined by the environmental conditions (abiotic factors) of the area. Example: Forests of Michigan thrive with certain soil conditions and amounts of rainfall per year. Michigan ecosystems could include forests, wetlands, ponds, lakes, dunes, prairies, and others.

4. Differentiate between the concepts of populations, communities and ecosystems.

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5. Name or describe populations, communities or ecosystems within a local or regional area. Examples of populations and communities should be limited to major ecosystems of Michigan --- forests, wetlands and lakes.

6. The Earth supports diverse populations. Content Statement – L.EC.M.2 Relationships of Organisms – Two types of organisms may interact with one another in several ways: They may be in a produce/consumer, predator/prey, or parasite/host relationship. Some organisms may scavenge or decompose another. Relationships may be competitive or mutually beneficial. Some species have become so adapted to each other that neither could survive without the other. Content Expectations L.EC.06.21 Describe common patterns of relationships between and among populations (competition, parasitism, symbiosis, predator/prey). Instructional Clarifications 1. Describe is to tell or depict in spoken or written words patterns of

competition and predator/prey interactions between populations. 2. Organisms interact with one another in a variety of ways. 3. Populations of similar organisms have similar needs and compete more

directly than dissimilar organisms. Example: Populations of two species of squirrels compete more directly than a population of squirrels and a population of rabbits.

4. Symbiosis describes types of relationships or interactions between different species. One symbiotic relationship can be explained as organisms living together mutually benefiting (as with the lichen, an alga photosynthesizes and produces food to itself and a fungus in whose body it lives and is protected from drying out).

5. Parasitism is a type of relationship where one organism benefits (the parasite) from living on or within its host with the host being harmed, but not necessarily killing it. Examples: a lamprey attaches to a living fish; a brown-headed cowbird lays its eggs in another bird’s nest.

6. Predator populations may be limited by the size of prey populations they depend upon. Prey populations may be prevented from overpopulating an area by predation limiting their population growth. Examples may include, among others, robin-worm, human-deer, coyote-mice, spider-fly, frog-insect, bat-moth.

7. The terms “beneficial” and “harmful” may be applied to describe relationship patterns between populations. For example:

a. Competition may be negative for both populations in the competitive relationship. Examples of competition include gray

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squirrels and fox squirrels competing for acorns and forest trees competing for light.

b. Parasitism is beneficial to the parasite and has a harmful effect on the host.

c. Predator populations benefit and prey populations are harmed. Assessment Clarifications 1. Give an example of a predatory prey relationship found in a Michigan

ecosystem. Examples may include, among others, robin-worm, human-deer, coyote-mice, spider-fly, frog-insect, bat-moth.

2. Give an example of a symbiotic relationship such as lichens. 3. Give an example of competition such as gray squirrels and fox squirrels,

and forest trees competing for light. 4. Give an example of a parasitism. Examples: a lamprey attaches to a

living fish; a brown-headed cowbird lays its eggs in another bird’s nest. L.EC.06.22 Explain how two populations of organisms can be mutually beneficial and how that can lead to interdependency. Instructional Clarifications 1. Explain is to clearly describe by means of illustrations (drawing),

demonstrations, and/or verbally ways in which populations of organisms may benefit from each other and become interdependent.

2. Two populations may develop a mutually beneficial relationship and come to depend upon one another. For example, the flowers of a particular plant population may come to depend on the services of a particular pollinator such as bees, just as the bee population comes to depend on the flower population.

3. Lichens are examples of mutually beneficial organisms with algae and fungi.

Assessment Clarifications 1. Two populations may develop a mutually beneficial relationship and come

to depend upon one another. For example, the flowers of a particular plant population may come to depend on the services of a particular pollinator such as bees, just as the bee population comes to depend on the flower population.

2. Explain how a flower population and bee population have a mutually beneficial relation and are interdependent upon one another.

L.EC.06.23 Predict and describe how changes in one population might affect other populations based upon their relationships in the food web. Instructional Clarifications 1. Predict and describe means to foretell and depict in spoken or written

words how populations are dynamic and change over time. 2. An increase in the population of a predator could decrease the population

of its prey. For example, as a fox population increases, the mouse and grasshopper populations may decrease.

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3. An increase in the population of a prey species could increase the population of species preying upon it. For example, as the fly population increases, the population of spiders and frogs may increase.

4. An increase in the population of plant eaters could decrease the populations of several plants species.

Assessment Clarifications 1. Describe what will happen to the populations of prey in an area where the

population of predators increases such as an increasing fox population causing the mouse and grasshopper populations to decrease.

2. Describe what will happen to the population of plants in an area where the population of plant eaters decreases.

Content Statement – L.EC.M.3 Biotic and Abiotic Factors – The number of organisms and populations an ecosystem can support depends on the biotic (living) resources available and abiotic (nonliving) factors, such as quality of light and water, range of temperatures, and soil composition. Content Expectations L.EC.06.31 Identify the living (biotic) and nonliving (abiotic) components of an ecosystem. Instructional Clarifications 1. Identify means to recognize that biotic (living) components of an

ecosystem include all forms of life including plants, animals, and microorganisms such as bacteria.

2. Abiotic component examples include sunlight, air, water, heat, soil and other non-living factors that may affect living things.

Assessment Clarification 1. Given a description of an ecosystem, identify its biotic and abiotic

components. Ecosystem examples may include forests, wetlands and lakes.

L.EC.06.32 Identify the factors in an ecosystem that influence changes in population size. Instructional Clarifications 1. Identify means to recognize different factors or conditions that may lead

to the change in population size within an ecosystem. 2. Changes in the amount of rainfall or average temperature may directly

influence some populations such as plants and indirectly influence others such as the animal populations that depend on these plants for food.

3. Factors that influence the population size in an ecosystem include food supply, temperature, rainfall, disease, pollution, invasive species, and human development.

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4. Changes in populations may be influenced by the introduction of new species to the ecosystem. Invasive species such as zebra mussels and purple loosestrife cause change in the populations of native species.

Assessment Clarifications 1. Identify biotic factors in an ecosystem that may influence changes in

populations. For example invasive species such as zebra mussels and purple loosestrife.

2. Identify abiotic factors in an ecosystem that may influence changes in populations such as temperature and rainfall.

3. Factors that influence the population size in an ecosystem include food supply, temperature, rainfall, disease, pollution, invasive species, and human development.

Content Statement – L.EC.M.4 Environmental Impact of Organisms – All organisms (including humans) cause change in the environment where they live. Some of the changes are harmful to the organism or other organisms, whereas others are helpful. Content Expectations L.EC.06.41 Describe how human beings are part of the ecosystem of the Earth and that human activity can purposefully, or accidentally, alter the balance in ecosystems. Instructional Clarifications 1. Describe is to tell or depict in spoken or written words one or more ways

in which humans alter ecosystems. 2. Human populations have the same basic biological needs (food, water,

shelter) as other animal populations in ecosystems. 3. Human activity may intentionally destroy ecosystems as cities are built,

for example, filling in wetlands and removing forests. 4. Human activity may accidentally alter ecosystems, for example, raising

average global temperatures. 5. Human activity may positively alter the balance of an ecosystem through

environmental programs and preservation of ecosystems. 6. A common misconception is that humans only have a negative effect on

ecosystems. Assessment Clarifications 1. Humans are part of ecosystems. 2. Humans may intentionally destroy ecosystems as cities or roads are built,

by deforestations or filling wetlands. 3. Humans may accidentally destroy ecosystems by introducing invasive

species or raising average global temperatures.

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L.EC.06.42 Predict and describe possible consequences of overpopulation of organisms, including humans, (for example: species extinction, resource depletion, climate change, pollution). Instructional Clarifications 1. Predict and describe means to foretell and depict, in spoken or written

words, the effect of human overpopulation on a. habitat destruction b. species extinction c. resource depletion d. climate change e. pollution

2. As human population of the world has increased, habitat destruction has led to species extinction.

3. Historical data is used to: a. Compare increases in human populations and deforestation. b. Compare use of fossil fuels and changes in world temperature.

4. Overpopulation of invasive species often displaces native species, possibly leading to localized extinction of them.

Assessment Clarifications 1. Describe the consequences of overpopulation of organisms in an

ecosystem. 2. Predict and describe the effect of human overpopulation on

a. species extinction b. resource depletion c. climate change d. pollution

3. Overpopulation of invasive species often displaces native species, possibly leading to localized extinction.

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Inquiry Process, Inquiry Analysis and Communication,Reflection and Social Implications

Inquiry Process

S.IP.06.11 Generate scientific questions about populations, communities and ecosystems, based on observations, investigations, and research. S.IP.06.12 Design and conduct scientific investigations to study the communities within ecosystems (such as collecting water and organisms from different bodies of water and comparing them). S.IP.06.13 Use tools and equipment (hand lens, microscopes, thermometer) appropriate to the scientific investigation. S.IP.06.15 Construct charts and graphs from data and observations (such as number of organisms, growth of organisms, temperature).

S.IP.06.16 Identify patterns in data collected from the various ecosystems. Inquiry Analysis and Communication

S.IA.06.11 Analyze information from data tables and graphs to answer scientific questions on the patterns of relationships between the communities within ecosystems. S.IA.06.12 Evaluate data, claims, and personal knowledge of ecosystems through collaborative science discourse. S.IA.06.14 Draw conclusions from sets of data from multiple trials (all of the students’ model ecosystems) of the scientific investigation. S.IA.06.15 Use multiple sources of information to evaluate strength and weaknesses of claims and data of the populations and communities within the Great Lakes region. Reflection and Social Implication S.RS.06.22 Describe limitations in personal and scientific knowledge regarding the relationships of populations within an ecosystem. S.RS.06.25 Demonstrate the relationships between populations through various illustrations. S.RS.06.27 Describe the effect humans and other organisms have on the natural balance of ecosystems. S.RS.06.29 Describe how the study of ecosystems has advanced because of the contributions of many people (such as Rachel Carson, Ed Ricketts, Simon Levin, Drew Lanham) throughout history and across cultures.

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Vocabulary

Critically Important–State Assessable Instructionally Useful ecosystem biotic components abiotic components population community producers consumers decomposers bacteria fungus parasite predator prey symbiosis competition pollution resource depletion species extinction

ecological role or niche climate change environmental impact balance in ecosystems source of energy habitat food web forests wetlands ponds lakes tropical rainforest tundra desert coral reef dunes prairies

Instruments, Measurements, Representations

meter tape use to measure for area of a

“habitat” representations create & utilize population data tables representations

labeled ecological collages and brochures

model symbolic representation of a select ecosystem

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Instructional Framework

Instructional Examples Producers, Consumers, Decomposers: L.OL.06.51, L.OL.06.52 Interactions of Organisms: L.EC.06.31, L.EC.06.11, L.EC.06.21, L.EC.06.22, L.EC.06.23, L.EC.06.32, L.EC.06.41, L.EC.06.42 Objectives

• Students identify the biotic and abiotic factors in ecosystems. • Students define and identify producers, consumers and decomposers in

ecosystems that could be found in Michigan. • Students describe the characteristics of populations and communities

within Michigan ecosystems. • Students identify characteristics of parasitic relationships. • Students understand how human activities change environmental

conditions and positively and negatively impact ecosystems.

Engage and Explore • While sitting comfortably on the ground in the schoolyard, students

sketch all that they see in the surrounding area in a map format (to scale). After making the map drawing of the schoolyard, students create two separate lists, one listing the living things they saw or drew and another listing the nonliving things they observed such as the sun, wind, clouds, temperature, soil. (L.EC.06.31, L.OL.06.51, S.IP.06.11)

• Introduce the terms biotic and abiotic. From the list of living things, students discuss with each other the ways in which the living things obtain energy to sustain life. Introduce the terms producers, consumers, and decomposers and the ways in which these groups obtain energy to sustain life. (L.EC.06.31, L.OL.06.51, S.IP.06.11)

• Take students on a walk around the school building to look for biotic and abiotic components and identify examples of producers, consumers, and decomposers. Have students explain why they categorized organisms into these particular categories. (L.OL.06.51, L.OL.06.52, L.EC.06.41, S.IP.06.11, S.IP.06.16, S.RS.06.27)

• Introduce the terms populations and communities. Have students use these terms in relation to the living things they observed in the schoolyard and listed. For example, students could make note of a population of ants (consumers) and hypothesize about the ways in which it obtains energy for survival. Students observe the schoolyard and surrounding area to talk about how the original land was altered in order to build the school. (L.OL.06.51, L.OL.06.52, L.EC.06.41, S.IP.06.11, S.IP.06.16, S.RS.06.27)

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Explain and Define • Students work in groups to select, from a suggested list, a Michigan

ecosystem on which they focus. Each group researches a different ecosystem. Students brainstorm on all the types of populations and communities of organisms they might see in their ecosystem and then confirm this information by finding actual pictures of animals, plants and abiotic factors (from magazines or Internet) which are found within their selected ecosystem. (L.EC.06.31, L.OL.06.51, L.OL.06.52, L.EC.06.11, S.IP.06.11, S.IP.06.15)

• Using these pictures, students make an ecosystem collage that is placed on the classroom walls. In a classroom discussion, students identify the attributes and value of each ecosystem (such as the interdependence of biotic and abiotic factors) and well as discuss their benefits to the world and how humans alter these natural ecosystems. (L.EC.06.31, L.OL.06.51, L.OL.06.52, L.EC.06.11, S.IP.06.11, S.IP.06.15)

• Ask students why they eat (to obtain energy and building materials to sustain life). Then have students list what they have eaten for one or two days. For each food item, have students identify from what their food item was derived and how the item obtained its energy to sustain life. For example, if students gain energy from eating a hamburger, the meat would be traced back to a steer, which gained its energy from eating grass and the grass made its own food by converting energy it gained from the sun. (L.OL.06.51, L.OL.06.52, S.IP.06.11)

• Have students trace back where the food energy came from select items and make a representation of this in a form of a diagram. Have students find out from where the non-food items are from (such as plastic utensils, paper plates). Students identify the sources of energy as having come from producers or consumers. (L.OL.06.51, L.OL.06.52, S.IP.06.11)

• Pairs of students work together with one student researching information about symbiotic and parasitic relationships. Students think-pair-share with each other about what they found interesting about these relationships. Students get together with others to compare the similarities between the organisms they studied. Students uncover the characteristics of these types of relationships. (L.EC.06.21, S.IP.06.11, S.IP.06.16)

• Build a classroom habitat with a variety of organisms that are indigenous to Michigan, (pill bugs, snail, slug, earthworms, grass, fern, millipede, etc.). Conduct long-term observations of the role of the organisms in the model ecosystem.

Elaborate and Apply • Ask students to brainstorm how the number of individuals in a group

(population) may affect other organisms of its own kind and of other populations. Students do an activity to see how much space each person

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has in the classroom. Students work in pairs to measure the length and width of the classroom to find the area of the room in square meters. Students divide the number of square meters in the classroom by the number of individuals to find out how much space each person has. Have students calculate the population density of the class by dividing the number of individuals by the area to get individuals per unit area. (L.EC.06.23, L.EC.06.32, S.IP.06.11, S.IP.06.14, S.RS.06.27)

• Have students role play changes in population and loss of space by physically moving closer or further apart as they calculate new numbers as the population of the class doubles or if the size of the room (loss of habitat space) is reduced. Have students note how they feel as their amount of space is reduced. Class discussion focuses on factors that influence changes in populations within ecosystems students have studied. Adapted from: http://sftrc.cas.psu.edu/LessonPlans/Wildlife/Organisms.html (L.EC.06.23, L.EC.06.32, S.IP.06.11, S.IP.06.14, S.RS.06.27)

• Students research data for the moose/wolf population on Isle Royale in Lake Superior and focus upon how they are interdependent and how the populations have changed over time and what has happened as either population changed in numbers. (L.EC.06.21, L.EC.06.22, L.EC.06.23, L.EC.06.32, L.EC.06.41, S.IP.06.11, S.IP.06.15, S.IP.06.16, S.IA.06.11, S.IA.06.14)

• Students research the deer population in Michigan and understand hunting assists in managing the deer population due to deer no longer having a natural predator (the wolf). Students uncover case studies for managing deer populations in local county or state parks where hunting is not permitted. (L.EC.06.21, L.EC.06.22, L.EC.06.23, L.EC.06.32, L.EC.06.41, S.RS.06.22, S.RS.06.27, S.IA.06.11)

• Students use an indigenous vegetation map of the United States to observe the defined eco-regions such as deciduous forests, prairies, deserts, and others. Relate the abiotic factors (such as climate and soil types) to the various zones of indigenous vegetation. Students compare current and historical maps to identify changes in human related changes in ecosystems. Through guided observations and questioning have students think about how these areas could be or could have been managed or developed in a way so that there is less of a loss of habitat for native plants and animals. Have students discuss in groups of 3-4 how these changes by people affect other organisms and how humans could reduce negative impacts. (L.EC.06.41, L.EC.06.42, S.RS.06.27, S.IP.06.11, S.IP.06.16, S.IA.06.11, S.IA.06.14, S.RS.06.27)

• Groups of students research one of three topics affecting watersheds: waste water treatment, invasive “water” species (purple loosestrife, Zebra or Quagga mussels) and impervious surfaces (pavement and buildings). Each group becomes “expert” on the history of its selected topic as well as understanding differing views or issues related to its topic. (L.EC.06.41, L.EC.06.42, S.IA.06.13, S.IA.06.15, S.RS.06.21, S.IP.06.13, S.IP.06.11, S.IP.06.12, S.IP.06.16, S.IA.06.12, S.IA.06.14, S.RS.06.22, S.RS.06.27, S.RS.06.25)

16

• Groups design their own scientific study, then generate questions to study such as how an invasive species spread or arrived, the amount of impervious surfaces in their school yard or local area, how waste water treatment works and how it could be improved. Each group conducts activities appropriate to its selected topic. Water filtration columns are used to remove water contaminants and demonstrate infiltration through pervious surfaces. Students then present findings (including data tables if applicable), discuss the topic, and develop a reasonable solution to the problem where appropriate. (L.EC.06.41, L.EC.06.42, S.IA.06.13, S.IA.06.15, S.RS.06.21, S.IP.06.13, S.IP.06.11, S.IP.06.12, S.IP.06.16, S.IA.06.12, S.IA.06.14, S.RS.06.22, S.RS.06.27, S.RS.06.25)

Evaluate Student Understanding Formative Assessment Examples • Select an ecosystem found in Michigan (forests, wetlands or lakes) and

create a tri-fold brochure to “sell its value”. A rubric of requirements such as naming some animals (from several group classifications), plants, and defining populations and communities within this ecosystem, human uses of this ecosystem (positive and negative uses), and ways in which these can be managed for sustainability is developed and then provided to students. Students design a promotional campaign convincing classmates why they should visit their selected ecosystem during their summer vacation. (L.EC.06.11, L.EC.06.41)

Summative Assessment Examples • Divide the class into groups to research an assigned ecosystem in the

Great Lakes region and prepare a report. Students find out about the unique features of their ecosystem including plant and animal populations and communities. Students design an ecosystem poster displaying the ecosystem for a class presentation. Students label or list the producer, consumer, decomposer and abiotic components in the ecosystem. (L.OL.06.51, L.EC.06.31)

• Make diagrams or illustrations of relationships and connections found within ecosystems. (L.OL.06.51, L.EC.06.31, L.EC.06.32)

• Create a concept map with linking words representing relationships and connections within ecosystems. (L.EC.06.11, L.EC.06.21, L.EC.06.22, L.EC.06.23, L.EC.06.31, L.EC.06.32, L.EC.06.41, L.EC.06.42)

17

Enrichment

• Museums or science centers with appropriate displays • Naturalist guided tours of various ecosystems at local parks • Assembly with educational programming related to ecosystems • Students participate in activities from Project Wild (for example: Oh Deer!

for demonstrating changes in populations).

Intervention

• Students view a short video relevant to the above content expectations, from United Streaming, Annenberg or other sources.

• Provide alternative print material (with diagrams, photographs, illustrations or appropriate to the students’ literacy level).

• Create a concept map with linking words to use throughout teaching cycle

Examples, Observations, and Phenomena (Real World Context)

Students are a part of their surrounding ecosystem. They interact with their natural environment everyday. Students who have taken vacations “up north” or to Michigan’s many lakes have observed that Michigan has a variety of distinct ecosystems. Students observe seasonal populations of animals such as the American Robin during the spring and summer months. Students are able to observe man’s impact on the environment on a regular basis such as by seeing what used to be a farmer’s field being developed into a new subdivision. Students think about the choices they make in their own lives in order to lessen their negative impacts on the environment such as by recycling or riding bikes rather than in automobiles.

18

Literacy Integration

Students will… Reading R.NT.06.04 analyze how authors use literary devices including dialogue, imagery, mood, and understatement to develop the plot, characters, point of view, and theme. R.CM.06.01 connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses. Books: Sand County Almanac, Aldo Leopold Silent Spring, Rachel Carson The Woods Scientist, Stephen R. Swinburne, 2002 • Students read Sand County Almanac by Aldo Leopold or Silent Spring by

Rachel Carson to learn about the beginning of modern environmental ethics and conservation. (S.RS.06.29)

Writing W.PR.06.01 set a purpose, consider audience, and replicate authors’ styles and patterns when writing a narrative or informational piece. W.PS.06.01 exhibit personal style and voice to enhance the written message in both narrative (e.g., personification, humor, and element of surprise) and informational writing (e.g., emotional appeal, strong opinion, and credible support). • Students write a natural history story of a select organism describing its

interactions and life cycle within the selected ecosystem or tell its story along with the components of the ecosystem from the organism’s point-of-view.

Speaking and Listening S.CN.06.01 adjust their use of language to communicate effectively with a variety of audiences and for different purposes by asking and responding to questions and remarks to engage the audience when presenting.

19

S.DS.06.03 discuss written narratives that include a variety of literary and plot devices (e.g., established context plot, point of view, sensory details, dialogue, and suspense). L.CN.06.01 respond to, evaluate, and analyze the speaker’s effectiveness and content when listening to or viewing a variety of speeches and presentations. • Students prepare and present in first person information about the life

and contribution of influential people in the field of environmental education and natural history, such a Rachel Carson. Students listen to others doing the same and engage in discourse for peer review of presentations. (S.RS.06.29)

Mathematics Integration

N.FL.06.10 Add, subtract, multiply and divide positive rational numbers fluently. • Students chart population fluctuations as a result of studying deer

populations in Michigan. (S.IP.06.15, S.IA.06.11) • Students chart population fluctuations of the moose and wolf on Isle

Royal. (S.IP.06.15, S.IA.06.11)

20

Science Grade 6: General Inquiry Questions » Teacher Version

Go on to the next page »

DataDirector Exam ID: 436 Page 1 of 4 © 2009 Houghton Mifflin Harcourt. All rights reserved.

Directions: For each of the following questions, decide which of the choices is best and fill in the correspondingspace on the answer document.

1. Of the following statements, which best supportsthe continental drift theory?A. All oceans are salty.B. Igneous rocks are found on all continents.C. Fossils of the same species of extinct land

plants have been found in both SouthAmerica and Africa.

D. Early humans migrated to North Americaover a land bridge from eastern Asia.

ItemID kmorgan.2024Correct CStandard(s) SCI.6.S.RS.06.11 ( 6 ), SCI.6.S.RS.06.14 ( 6 )

2. Which of the following is the best evidence that

Earth's continents were once in vastly differentpositions than they are today?A. Penguins are found only in the Southern

Hemisphere.B. Fossils of tropical plants are found in

Antarctica.C. Volcanoes encircle the Pacific Ocean.D. Major rivers form deltas from continental

erosion.ItemID kmorgan.2025Correct BStandard(s) SCI.6.S.RS.06.11 ( 6 ), SCI.6.S.RS.06.14 ( 6 )

3. Which of the following provides evidence for platetectonics?A. sea-floor topographyB. ocean currentsC. Coriolis effectD. atmospheric temperatures

ItemID kmorgan.2026Correct AStandard(s) SCI.6.S.RS.06.11 ( 6 ), SCI.6.S.RS.06.14 ( 6 )

4. Engineers have recently developed alternativefuels such as ethanol to power vehicles.Ethanol is a fuel that is made from corn or othercrops including wheat, barley, and potatoes. E85 isa mixture of 85% ethanol and 15% gasoline.What would be the greatest environmentaladvantage to using E85?

A. It has gasoline mixed in it.B. It is used to power vehicles.C. It is made mostly of renewable resources.D. It is made from crops that require powerful

fertilizers.ItemID kmorgan.2027Correct CStandard(s) SCI.6.S.RS.06.16 ( 6 ), SCI.6.S.RS.06.17 ( 6 )

5. Kim wanted to determine if certain seeds requiresunlight to germinate. She placed one seed ina moist paper towel in the sunlight and anotherseed in an equally moistened paper towel in a darkcloset. The seed in the sunlight germinated but theone in the closet did not. Kim reported to the classthat this type of seed needs sunlight in order togerminate.Given this information, which of the followingwould best describe an improvement in Kim'sexperiment that would strengthen her claim?A. Use many seeds to conduct the experiment.B. Start the samples on different days.C. Use different amounts of water.D. Place the seeds in new locations.

ItemID kmorgan.2028Correct AStandard(s) SCI.6.S.IP.06.12 ( 6 )




6. Which of the following provides the bestexplanation for how the use of oil as majorenergy sources can cause problems for futuregenerations?A. Oil is a non-renewable resource.B. Oil is composed of carbon atoms.C. Oil is used for production of electricity.D. Oil is a product of decomposed plants.

ItemID kmorgan.2029Correct AStandard(s) SCI.6.S.RS.06.16 ( 6 ), SCI.6.S.RS.06.17 ( 6 )

7. During a scientific investigation, when shouldmeasurements be recorded?A. when forming a hypothesisB. when designing an experimentC. when communicating resultsD. when gathering data

ItemID kmorgan.2030Correct DStandard(s) SCI.6.S.IP.06.15 ( 6 )

8. Joe determined the mass of four rock samples.Then, he put each rock sample in a cup of vinegarfor three days. The table below represents thedata he collected during his investigation.

Which of the following can be concluded from thetable above?A. Rocks 1 and 2 are the same type of rock.B. Rock 4 is a sedimentary rock.C. Rocks 3 and 4 are chemically changed.D. Rocks 1, 2, 3, and 4 are the same type.

ItemID kmorgan.2031Correct CStandard(s) SCI.6.S.IA.06.11 ( 6 )

9. As a hiker moves around in a cave, her compassneedle points in various directions. Which of thefollowing reasons best describes what is affectingthe accuracy of her compass?A. depth of the caveB. lack of light in the caveC. iron ore in the cave wallsD. cooler temperatures in the cave

ItemID kmorgan.2033Correct CStandard(s) SCI.6.S.RS.06.14 ( 6 )




10. Field mice have a varied diet that includes nuts,berries, seeds, and grain. A scientist studyingmice places four male field mice in separatebut identical cages. Each mouse is offeredfive different types of food: sunflower seeds,strawberries, rice, walnuts, and blackberries. Thescientist then observes and records the feedingbehavior of each mouse. The data are recordedin the table below. The number 1 indicates whichfood each mouse ate first, 2 indicates the secondtype of food, etc.

Based on the experimental design, what questionis the scientist most likely trying to answer?

A. What type of food do field mice prefer?B. Do walnuts affect the behavior of field

mice?C. How much food do field mice consume

annually?D. How do seeds affect the reproductive

success of field mice?ItemID kmorgan.2034Correct AStandard(s) SCI.6.S.IP.06.11 ( 6 )

11.A factory near the Big River operates everyday of the week. Residents to the east of theriver frequently complain of eye irritationwhile residents to the west of the river rarelyhave problems. What conclusion best fits thisinformation?

A. It rains less often on the east side of theriver than it does on the west side.

B. It rains more often on the east side of theriver than it does on the west side.

C. Smoke from the factory is being carried bywinds coming from the southeast.

D. Smoke from the factory is being carried bywinds coming from the northwest.

ItemID kmorgan.2036Correct DStandard(s) SCI.6.S.IA.06.14 ( 6 )

12. Scientists have used genetic engineering toproduce new types of grains and vegetables.These grains and vegetables can live in hottemperatures. Why is this research beneficial tohumans?

A. It could eliminate the need to fertilizecrops.

B. It makes crops more resistant to pollutants.C. It shows these crops are less likely to be

infested by insects and other pests.D. It indicates that these crops may grow in

hot, dry areas.ItemID kmorgan.2037Correct DStandard(s) SCI.6.S.RS.06.16 ( 6 )




13. In a forest in Hawaii, the ginger populationremained fairly constant until heavy rains causedit to increase from 1944 to 1947. In 1947, adisease that killed many of the ginger plants wasbrought into the forest. Which of the followingpopulation charts best represents this scenario?

A.

B.

C.

D.

ItemID kmorgan.2038Correct DStandard(s) SCI.6.S.IA.06.11 ( 6 )

Stop! You have finished this exam.

Science Grade 6, Unit 2: Ecosystems » Teacher Version



Directions: For each of the following questions, decide which of the choices is best and fill in the correspondingspace on the answer document.

1.

According to the food chain, which of the followingwould be the most likely result of the reduction inthe lake trout population?A. Sculpin and mosquito larvae populations

would both increase.B. Sculpin and mosquito larvae populations

would both decrease.C. The plankton population would decrease.D. The sculpin population would increase.

ItemID kmorgan.1986Correct DStandard(s) SCI.6.L.EC.06.23 ( 6 )

2. The Venus flytrap is a plant that both producesits own food through photosynthesis and obtainsnutrients by consuming insects. Which of thefollowing best describes the relationship betweenthe Venus flytrap and the fly?

A. competitiveB. parasiticC. predator-preyD. invertebrate-vertebrate

ItemID kmorgan.1987Correct CStandard(s) SCI.6.L.OL.06.51 ( 6 ), SCI.6.L.EC.06.21 ( 6 )




3. The Rafflesia is a large flowering plant that growsonly in the jungles of Indonesia. They have noroots, leaves, or stems and cannot produce theirown food. Rafflesia feed off the roots and vinesof a host plant called Tetrastigma. Only the buds,flowers, and berries of the Rafflesia protrude fromthe body of the host plant. The Rafflesia dependson the Tetrastigma for survival. The Rafflesia emitsan odor that smells like rotting meat. This odorattracts insects such as flies and beetles to theflower to pollinate it. The full-grown flower growsup to a meter across and lasts only about a weekbefore it dies.Based on its feeding habits, what would be thebest classification for Rafflesia?

A. parasiteB. predatorC. pioneer speciesD. non-native species

ItemID kmorgan.1988Correct AStandard(s) SCI.6.L.OL.06.51 ( 6 ), SCI.6.L.EC.06.21 ( 6 )

4. Some insects consume nectar from floweringplants and help the plant by spreading pollen.Which type of relationship between insects andplants does this demonstrate?A. parasiticB. competitiveC. predator-preyD. mutually beneficial

ItemID kmorgan.1989Correct DStandard(s) SCI.6.L.EC.06.22 ( 6 )

5. Zebra mussels arrived in Lake St. Clair, nearDetroit, by accident. Mussels are in the samefamily as oysters, and they form hard, protectiveouter shells. Scientists believe zebra mussels weretransported by large ships from Europe and spreadrapidly throughout the Great Lakes. They consumelarge quantities of tiny plants and animals andhave a high reproductive rate.Within the Great Lakes ecosystem, scientists referto the zebra mussel as what?A. a parasiteB. a producerC. a non-native speciesD. a single-celled organism

ItemID kmorgan.1990Correct CStandard(s) SCI.6.L.EC.06.11 ( 6 )

6. Zebra mussels reproduce and spread quickly,reducing food resources and crowding nativespecies.

What does this result in?

A. An increase in native producer populationsB. A decrease in native consumer populationsC. Higher reproductive rates for native speciesD. Mutually beneficial relationships with native

speciesItemID kmorgan.1991Correct BStandard(s) SCI.6.L.EC.06.21 ( 6 )




7. Which of the following is true of any food web?A. Producers acquire energy directly from the

consumers.B. Consumers acquire energy indirectly from

the Sun.C. Decomposers acquire energy directly from

the Sun.D. Producers acquire energy indirectly from the

decomposers.ItemID kmorgan.1992Correct BStandard(s) SCI.6.L.OL.06.52 ( 6 )

8. A fungus is an example of an environmentalrecycler. Which term best describes a fungus?A. producerB. carnivoreC. herbivoreD. decomposer

ItemID kmorgan.1993Correct DStandard(s) SCI.6.L.OL.06.51 ( 6 )

9. Use this food web to answer the question.

How will the food web most likely change if thenumber of cougars rapidly increases?

A. The number of snakes and rats will increase.B. The number of raccoons and frogs will

increase.C. The number of raccoons and snakes will

decrease.D. The number of frogs and rats will decrease.


10. Which biotic factor in an ecosystem helps tocontrol White Cedar population size?

A. soil nutrientsB. amount of sunlightC. deer populationD. availability of space


11. Which of the following characterizes a sustainableecosystem?A. when there are more predators than preyB. when the needs of all populations are being

metC. when there are more plants than animalsD. when all organisms are able to reproduce

ItemID kmorgan.1996Correct BStandard(s) SCI.6.L.EC.06.32 ( 6 )

12. A population of polar bears living near an oildrilling site in the Arctic began to decline.Just prior to this decline, the drilling site hadexpanded into the polar bears' habitat. Which ofthe following is most likely the limiting factor onthe population size of the polar bears?A. foodB. clean waterC. spaceD. predators





13.The picture above shows a Michigan food web.If all the fish disappear from this food web, whatwill the immediate effect be?

A. A decrease in both the algae and turtlepopulations.

B. An increase in algae and a decrease inturtle and Blue Heron populations.

C. An increase in the frog population and adecrease in the algae population.

D. A decrease in the Blue Heron populationand an increase in the turtle population.

ItemID kmorgan.1998Correct BStandard(s) SCI.6.L.EC.06.23 ( 6 )

14. Use the information in the passage and thegraph to answer questions 14 and 15.Northwest of Michigan's Upper Peninsula, inLake Superior, is Isle Royale National Park. Theisland is 45 miles long and 5 to 8 miles wide.In the early 1900s, moose arrived on the island(apparently swimming over from Canada). Withno predators on the island, and plenty of waterplants, twigs, and leaves for the moose to feedon, the moose population increased greatly. Bythe 1930s, the food was depleted, and hundredsof moose starved. Following a fire, the foodsupply--and the moose--recovered. About 10years later the food dwindled again, and themoose starved once more.During 1948-1949, as a result of an extremelycold winter, Lake Superior froze over. A pack ofeastern timber wolves migrated across the icefrom Canada and established themselves onthe island. The wolf population now numbersbetween 25 and 40. The wolves kill the veryyoung, very old, sick or weak moose. The moosepopulation, at a ratio of about 30 moose per wolf,is now stable and healthy. The balance is aidedby a population of beaver, which builds damsfor ponds and beaver meadows, supplying themoose with additional plant growth.

How do the moose benefit from the beaverpopulation?

A. The beaver increase the water supply bybuilding dams.

B. The beaver create an environmentfavorable to plant growth.

C. The beaver have no effect on the survivalof the moose.

D. The beaver are an alternative food sourcefor the moose.

ItemID kmorgan.1984Correct BStandard(s) SCI.6.L.EC.06.11 ( 6 ), SCI.6.L.EC.06.22 ( 6 )




15. Why did the moose on Isle Royale starve?A. The fire killed the vegetation.B. The beaver population consumed all of the

food.C. There were too many wolves competing for

food.D. There were too many moose, and the food

supply dwindled.ItemID kmorgan.1985Correct DStandard(s) SCI.6.L.EC.06.23 ( 6 )

Stop! You have finished this exam.

SCIENCE PROCESSES

PHYSICAL SCIENCE

LIFE SCIENCE

EARTH SCIENCE

Office of School Improvement

www.michigan.gov/mde

SCIE

NCE

GRADE LEVELCONTENTEXPECTATIONS

S I X T H G R A D E S C I E N C E

v.1.09

6Welcome to Michigan’s K-7 Grade Level Content Expectations

Purpose & OverviewIn 2004, the Michigan Department of Education embraced the challenge of creating Grade Level Content Expectations in response to the Federal No Child Left Behind Act of 2001. This act mandated the existence of a set of comprehensive state grade level assessments in mathematics and English language arts that are designed based on rigorous grade level content. In addition, assessments for science in elementary, middle, and high school were required. To provide greater clarity for what students are expected to know and be able to do by the end of each grade, expectations for each grade level have been developed for science.

In this global economy, it is essential that Michigan students possess personal, social, occupational, civic, and quantitative literacy. Mastery of the knowledge and essential skills defined in Michigan’s Grade Level Content Expectations will increase students’ ability to be successful academically, and contribute to the future businesses that employ them and the communities in which they choose to live.

Reflecting best practices and current research, the Grade Level Content Expectations provide a set of clear and rigorous expectations for all students, and provide teachers with clearly defined statements of what students should know and be able to do as they progress through school.

DevelopmentIn developing these expectations, the K-7 Scholar Work Group depended heavily on the Science Framework for the 2009 National Assessment of Educational Progress (National Assessment Governing Board, 2006) which has been the gold standard for the high school content expectations. Additionally, the National Science Education Standards (National Research Council, 1996), the Michigan Curriculum Framework in Science (2000 version), and the Atlas for Science Literacy, Volumes One (AAAS, 2001) and Two (AAAS, 2007), were all continually consulted for developmental guidance. As a further resource for research on learning progressions and curricular designs, Taking Science to School: Learning and Teaching Science in Grades K-8 (National Research Council, 2007) was extensively utilized. The following statement from this resource was a guiding principle:

“The next generation of science standards and curricula at the national and state levels should be centered on a few core ideas and should expand on them each year, at increasing levels of complexity, across grades K-8. Today’s standards are still too broad, resulting in superficial coverage of science that fails to link concepts or develop them over successive grades.”

Michigan’s K-7 Scholar Work Group executed the intent of this statement in the development of “the core ideas of science...the big picture” in this document.

6 0 S I X T H G R A D E S C I E N C E v .1 . 0 9 M I C H I G A N D E P A R T M E N T O F E D U C A T I O N

CurriculumUsing this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs, and assess student achievement.

AssessmentThe Science Grade Level Content Expectations document is intended to be a curricular guide with the expectations written to convey expected performances by students. Science will continue to be assessed in grades five and eight for the Michigan Educational Assessment Program (MEAP) and MI-Access.

Preparing Students for Academic SuccessIn the hands of teachers, the Grade Level Content Expectations are converted into exciting and engaging learning for Michigan’s students. As educators use these expectations, it is critical to keep in mind that content knowledge alone is not sufficient for academic success. Students must also generate questions, conduct investigations, and develop solutions to problems through reasoning and observation. They need to analyze and present their findings which lead to future questions, research, and investigations. Students apply knowledge in new situations, to solve problems by generating new ideas, and to make connections between what they learn in class to the world around them.

Through the collaborative efforts of Michigan educators and creation of professional learning communities, we can enable our young people to attain the highest standards, and thereby open doors for them to have fulfilling and successful lives.

Understanding the Organizational StructureThe science expectations in this document are organized into disciplines, standards, content statements, and specific content expectations. The content statements in each science standard are broader, more conceptual groupings. The skills and content addressed in these expectations will, in practice, be woven together into a coherent, science curriculum.

To allow for ease in referencing expectations, each expectation has been coded with a discipline, standard, grade-level, and content statement/expectation number.

For example, P.FM.02.34 indicates:

P - Physical Science Discipline

FM-Force and Motion Standard

02-Second Grade

34-Fourth Expectation in the Third Content Statement

Content statements are written and coded for Elementary and Middle School Grade Spans. Not all content expectations for the content statement will be found in each grade.

Why Create a 1.09 Version of the Expectations?The Office of School Improvement is committed to creating the best possible product for educators. This committment served as the impetus for revision of the 12.07 edition. This new version, v.1.09, refines and clarifies the original expectations, while preserving their essence and original intent and reflects the feedback from educators across the state during the past year.


Middle School (5-7) Science Organizational Structure

Discipline 1

Science Processes

Discipline 2

Physical Science

Discipline 3

Life Science

Discipline 4

Earth Science

Standards and Statements (and number of Content Expectations in each Statement)

Inquiry Process (IP)

Inquiry Analysis and Communication (IA)

Reflection and Social Implications (RS)

Force and Motion (FM)

Force Interactions (2)

Force (4)

Speed (3)

Energy (EN)

Kinetic and Potential

Energy (2)

Waves and Energy (3)

Energy Transfer (3)

Solar Energy Effects

(2)

Properties of Matter (PM)

Chemical Properties

(1)

Elements and

Compounds (4)

Changes in Matter (CM)

Changes in State (2)

Chemical Changes (3)

Organization of Living Things (OL)

Cell Functions (4)

Growth and

Development (2)

Animal Systems (2)

Producers,

Consumers, and

Decomposers (2)

Photosynthesis (3)

Heredity (HE)

Inherited and

Acquired Traits (2)

Reproduction (2)

Evolution (EV)

Species Adaptation

and Survival (4)

Relationships Among

Organisms (1)

Ecosystems (EC)

Interactions of

Organisms (1)

Relationships of

Organisms (3)

Biotic and Abiotic

Factors (2)

Environmental

Impact of Organisms

(2)

Earth Systems (ES)

Solar Energy (3)

Human

Consequences (2)

Seasons (2)

Weather and Climate

(4)

Water Cycle (2)

Solid Earth (SE)

Soil (4)

Rock Formation (1)

Plate Tectonics (3)

Magnetic Field of

Earth (2)

Fluid Earth (FE)

Atmosphere (2)

Earth in Space and Time (ST)

Solar System (1)

Solar System Motion

(5)

Fossils (1)

Geologic Time (2)

Science Processes: Inquiry Process, Inquiry Analysis and Communication, Reflection, and Social ImplicationsSixth grade students have had multiple experiences in science inquiry, practice in investigating a question, and the selection of a variety of resources for information gathering and problem solving. Through the grade level science processes, students gain a greater understanding of the nature and structure of scientific knowledge and the process of its development. Throughout the middle school years, students should be provided with the opportunity to engage in full inquiry experiences that include raising a question based on observations, data sets, and/or research, designing an investigation, gathering information through observation and data collection, analyzing and evaluating information, engaging in science discourse, and formally presenting their findings. Sixth grade students need guidance and practice in the identification of variables and controlling more than one variable in an investigation. They need clarification in recognizing the difference between a scientific explanation and evidence.

With appropriate guidance and experiences, sixth grade students can recognize science as a means of gathering information and confirming or challenging their current beliefs about the natural world, the effect humans and other organisms have on the natural world, and begin to design solutions through science and technology to world challenges.

Physical Science: Energy and Changes in Matter

Students enter the sixth grade with the knowledge of different forms of energy (sound, light, heat, electrical, and magnetic). They have had the opportunity to explore properties of sound and light, observe heat transfer, construct a simple circuit, observe the interaction between magnetic and non-magnetic material, and finally make an electro-magnetic motor. Sixth grade students deepen their understanding of energy through investigations into kinetic and potential energy and the demonstration of the transformation of kinetic energy. Through the investigation of energy transfer by radiation, conduction, or convection, students are introduced to the concept that energy can be transferred while no energy is lost or gained. Students begin to see the connections among light, heat, sound, electricity, and magnetism. They gain an understanding that energy is an important property of substances and that most changes observed involve an energy transfer. Students will understand energy by observing multiple forms of energy transfer and begin to dispel the misconception that energy is linked to fuel or something that is stored, ready to use, and gets consumed.

Sixth grade students also build on their understanding of changes in matter by exploring states in terms of the arrangement and motion of atoms and molecules. They are given the opportunity to design investigations that provide evidence that mass is conserved as it changes from state to state.

Life Science: Organization of Living Things and EcosystemsThe study of life science in the elementary curriculum has introduced students to roles organisms play in a food web, their needs to survive, and the physical and behavioral characteristics that help them survive. The elementary student has a beginning understanding of the dependency of organisms on one another and balance in an ecosystem’s food web. Sixth grade students build on their prior knowledge by exploring classifications of organisms based on their source of energy (producers, consumers, and decomposers) and distinguish between ways in which organisms obtain energy. The study of ecosystems at this level includes interactions of organisms within populations, communities, and ecosystems including examples in the Great Lakes region. Students recognize patterns in ecosystems and broaden their understanding from the way one species lives in an environment to how populations and communities interact. They explore how populations can be mutually beneficial and how that relationship can lead to interdependency.

The final course of study in ecosystems for the sixth grader includes biotic and abiotic factors in an ecosystem that influence change. Included is the consequence of overpopulation of a species, including humans. Students explore how humans affect change, purposefully and accidentally, and recognize possible consequences for activity and development.

Earth Science: Solid Earth, Earth in Space and TimeSixth grade students develop a deeper understanding of the Earth through the exploration of the rock cycle, phenomena that shape the Earth, and Earth’s history. In the elementary curriculum, students observed a variety of Earth materials and identified different properties that help sustain life. Sixth grade students explore the formation and weathering of rocks and how different soil types are formed. Their knowledge continues through study of movement of lithospheric plates, major geological events, and layers of the Earth. Students are introduced to the concept of the Earth as a magnet.

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The Earth science curriculum includes a deeper exploration into rocks, rock layers, and fossils. They provide evidence of the history of the Earth and are used to measure geologic time. Fossils provide evidence of how life and environmental conditions have changed over long periods of time.

The concept of energy in the sixth grade curriculum is integral throughout the study in physical, life, and Earth science. Students gain a deeper understanding of the concept when encouraged to apply what they know about energy transfer to energy in ecosystems and the rapid and gradual changes on Earth.


Sixth Grade Science Standards, Statements, and Expectations

Note: The number in parentheses represents the number of expectations..

Discipline 1: Science Processes (S) Standard: Inquiry Process (IP) 1 Statement (6) Standard: Inquiry Analysis and Communication (IA) 1 Statement (5) Standard: Reflection and Social Implications (RS) 1 Statement (9)

Discipline 2: Physical Science (P) Standard: Energy (EN) Kinetic and Potential Energy (2) Energy Transfer (2) Standard: Changes in Matter (CM) Changes in State (2)

Discipline 3: Life Science (L) Standard: Organization of Living Things (OL) Producers, Consumers, and Decomposers (2) Standard: Ecosystems (EC) Interactions of Organisms (1) Relationships of Organisms (3) Biotic and Abiotic Factors (2) Environmental Impact of Organisms (2)

Discipline 4: Earth Science (E) Standard: Solid Earth (SE) Soil (4) Rock Formation (1) Plate Tectonics (3) Magnetic Field of Earth (2) Standard: Earth in Space and Time (ST) Fossils (1) Geologic Time (2)

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SCIENCE PROCESSES Inquiry Process

K-7 Standard S.IP: Develop an understanding that scientific inquiry and reasoning involves observing, questioning, investigating, recording, and developing solutions to problems.

S.IP.M.1 Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation.

S.IP.06.11 Generate scientific questions based on observations, investigations, and research. S.IP.06.12 Design and conduct scientific investigations. S.IP.06.13 Use tools and equipment (spring scales, stop watches, meter sticks and tapes, models, hand lens, thermometer, models, sieves, microscopes) appropriate to scientific investigations. S.IP.06.14 Use metric measurement devices in an investigation. S.IP.06.15 Construct charts and graphs from data and observations. S.IP.06.16 Identify patterns in data.

Inquiry Analysis and Communication

K-7 Standard S.IA: Develop an understanding that scientific inquiry and investigations require analysis and communication of findings, using appropriate technology. S.IA.M.1 Inquiry includes an analysis and presentation of findings that lead to future questions, research, and investigations.

S.IA.06.11 Analyze information from data tables and graphs to answer scientific questions. S.IA.06.12 Evaluate data, claims, and personal knowledge through collaborative science discourse. S.IA.06.13 Communicate and defend findings of observations and investigations using evidence. S.IA.06.14 Draw conclusions from sets of data from multiple trials of a scientific investigation. S.IA.06.15 Use multiple sources of information to evaluate strengths and weaknesses of claims, arguments, or data.

Reflection and Social Implications

K-7 Standard S.RS: Develop an understanding that claims and evidence for their scientific merit should be analyzed. Understand how scientists decide what constitutes scientific knowledge. Develop an understanding of the importance of reflection on scientific knowledge and its application to new situations to better understand the role of science in society and technology. S.RS.M.1 Reflecting on knowledge is the application of scientific knowledge to new and different situations. Reflecting on knowledge requires careful analysis of evidence that guides decision-making and the application of science throughout history and within society.


S.RS.06.11 Evaluate the strengths and weaknesses of claims, arguments, and data. S.RS.06.12 Describe limitations in personal and scientific knowledge. S.RS.06.13 Identify the need for evidence in making scientific decisions. S.RS.06.14 Evaluate scientific explanations based on current evidence and scientific principles. S.RS.06.15 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities. S.RS.06.16 Design solutions to problems using technology. S.RS.06.17 Describe the effect humans and other organisms have on the balance of the natural world. S.RS.06.18 Describe what science and technology can and cannot reasonably contribute to society. S.RS.06.19 Describe how science and technology have advanced because of the contributions of many people throughout history and across cultures.

PHYSICAL SCIENCE Energy

K-7 Standard P.EN: Develop an understanding that there are many forms of energy (such as heat, light, sound, and electrical) and that energy is transferable by convection, conduction, or radiation. Understand energy can be in motion, called kinetic; or it can be stored, called potential. Develop an understanding that as temperature increases, more energy is added to a system. Understand nuclear reactions in the sun produce light and heat for the Earth.

P.EN.M.1 Kinetic and Potential Energy- Objects and substances in motion have kinetic energy. Objects and substances may have potential energy due to their relative positions in a system. Gravitational, elastic, and chemical energy are all forms of potential energy.

P.EN.06.11 Identify kinetic or potential energy in everyday

situations (for example: stretched rubber band, objects in motion, ball on a hill, food energy).

P.EN.06.12 Demonstrate the transformation between potential and kinetic energy in simple mechanical systems (for example: roller coasters, pendulums).

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P.EN.M.4 Energy Transfer- Energy is transferred from a source to a receiver by radiation, conduction, and convection. When energy is transferred from one system to another, the quantity of energy before the transfer is equal to the quantity of energy after the transfer. *

P.EN.06.41 Explain how different forms of energy can be transferred from one place to another by radiation, conduction, or convection.

P.EN.06.42 Illustrate how energy can be transferred while no energy is lost or gained in the transfer. Changes in Matter

K-7 Standard P.CM: Develop an understanding of changes in the state of matter in terms of heating and cooling, and in terms of arrangement and relative motion of atoms and molecules. Understand the differences between physical and chemical changes. Develop an understanding of the conservation of mass. Develop an understanding of products and reactants in a chemical change. P.CM.M.1 Changes in State- Matter changing from state to state can be explained by using models which show that matter is composed of tiny particles in motion. When changes of state occur, the atoms and/or molecules are not changed in structure. When the changes in state occur, mass is conserved because matter is not created or destroyed.

P.CM.06.11 Describe and illustrate changes in state, in terms of the arrangement and relative motion of the atoms or molecules. P.CM.06.12 Explain how mass is conserved as a substance changes from state to state in a closed system. *

LIFE SCIENCE Organization of Living Things

K-7 Standard L.OL: Develop an understanding that plants and animals (including humans) have basic requirements for maintaining life which include the need for air, water, and a source of energy. Understand that all life forms can be classified as producers, consumers, or decomposers as they are all part of a global food chain where food/energy is supplied by plants which need light to produce food/energy. Develop an understanding that plants and animals can be classified by observable traits and physical characteristics. Understand that all living organisms are composed of cells and they exhibit cell growth and division. Understand that all plants and animals have a definite life cycle, body parts, and systems to perform specific life functions.

* Revised expectations marked by an asterisk.


L.OL.M.5 Producers, Consumers, and Decomposers – Producers are mainly green plants that obtain energy from the sun by the process of photosynthesis. All animals, including humans, are consumers that meet their energy needs by eating other organisms or their products. Consumers break down the structures of the organisms they eat to make the materials they need to grow and function. Decomposers, including bacteria and fungi, use dead organisms or their products to meet their energy needs. *

L.OL.06.51 Classify producers, consumers, and decomposers based on their source of food (the source of energy and building materials). * L.OL.06.52 Distinguish between the ways in which consumers and decomposers obtain energy. Ecosystems

K-7 Standard L.EC: Develop an understanding of the interdependence of the variety of populations, communities and ecosystems, including those in the Great Lakes region. Develop an understanding of different types of interdependence and that biotic (living) and abiotic (non-living) factors affect the balance of an ecosystem. Understand that all organisms cause changes, some detrimental and others beneficial, in the environment where they live.

L.EC.M.1 Interactions of Organisms- Organisms of one species form a population. Populations of different organisms interact and form communities. Living communities and nonliving factors that interact with them form ecosystems.

L.EC.06.11 Identify and describe examples of populations, communities, and ecosystems including the Great Lakes region. *

L.EC.M.2 Relationships of Organisms- Two types of organisms may interact with one another in several ways: they may be in a producer/consumer, predator/ prey, or parasite/host relationship. Some organisms may scavenge or decompose another. Relationships may be competitive or mutually beneficial. Some species have become so adapted to each other that neither could survive without the other. L.EC.06.21 Describe common patterns of relationships between and among populations (competition, parasitism, symbiosis, predator/prey). L.EC.06.22 Explain how two populations of organisms can be mutually beneficial and how that can lead to interdependency. L.EC.06.23 Predict how changes in one population might affect other populations based upon their relationships in the food web. * Revised expectations marked by an asterisk.


L.EC.M.3 Biotic and Abiotic Factors- The number of organisms and populations an ecosystem can support depends on the biotic (living) resources available and abiotic (nonliving) factors, such as quality of light and water, range of temperatures, and soil composition.

L.EC.06.31 Identify the living (biotic) and nonliving (abiotic) components of an ecosystem. L.EC.06.32 Identify the factors in an ecosystem that influence changes in population size. L.EC.M.4 Environmental Impact of Organisms- All organisms (including humans) cause change in the environment where they live. Some of the changes are harmful to the organism or other organisms, whereas others are helpful.

L.EC.06.41 Describe how human beings are part of the ecosystem of the Earth and that human activity can purposefully, or accidentally, alter the balance in ecosystems. L.EC.06.42 Predict possible consequences of overpopulation of organisms, including humans, (for example: species extinction, resource depletion, climate change, pollution).

EARTH SCIENCE Solid Earth

K-7 Standard E.SE: Develop an understanding of the properties of Earth materials and how those properties make materials useful. Understand gradual and rapid changes in Earth materials and features of the surface of Earth. Understand magnetic properties of Earth. E.SE.M.1 Soil- Soils consist of weathered rocks and decomposed organic materials from dead plants, animals, and bacteria. Soils are often found in layers with each having a different chemical composition and texture.

E.SE.06.11 Explain how physical and chemical weathering lead to erosion and the formation of soils and sediments. E.SE.06.12 Explain how waves, wind, water, and glacier movement, shape and reshape the land surface of the Earth by eroding rock in some areas and depositing sediments in other areas. E.SE.06.13 Describe how soil is a mixture made up of weather eroded rock and decomposed organic material. E.SE.06.14 Compare different soil samples based on particle size and texture.


E.SE.M.4 Rock Formation- Rocks and rock formations bear

evidence of the minerals, materials, temperature/pressure conditions, and forces that created them.

E.SE.06.41 Compare and contrast the formation of rock types (igneous, metamorphic, and sedimentary) and demonstrate the similarities and differences using the rock cycle model.

E.SE.M.5 Plate Tectonics- The lithospheric plates of the Earth constantly move, resulting in major geological events, such as earthquakes, volcanic eruptions, and mountain building.

E.SE.06.51 Explain plate tectonic movement and how the lithospheric plates move centimeters each year.

E.SE.06.52 Demonstrate how major geological events (earthquakes, volcanic eruptions, mountain building) result from these plate motions.

E.SE.06.53 Describe layers of the Earth as a lithosphere (crust and upper mantle), convecting mantle, and dense metallic core.

E.SE.M.6 Magnetic Field of Earth- Earth as a whole has a magnetic field that is detectable at the surface with a compass.

E.SE.06.61 Describe the Earth as a magnet and compare the magnetic properties of the Earth to that of a natural or manufactured magnet. *

E.SE.06.62 Explain how a compass works using the magnetic field of the Earth, and how a compass is used for navigation on

land and sea.

Earth in Space and Time K-7 Standard E.ST: Develop an understanding that the sun is the

central and largest body in the solar system and that Earth and other objects in the sky move in a regular and predictable motion around the sun. Understand that those motions explain the day, year, moon phases, eclipses and the appearance of motion of objects across the sky. Understand that gravity is the force that keeps the planets in orbit around the sun and governs motion in the solar system. Develop an understanding that fossils and layers of Earth provide evidence of the history of Earth’s life forms, changes over long periods of time, and theories regarding Earth’s history and continental drift.

E.ST.M.3 Fossils- Fossils provide important evidence of how life and environmental conditions have changed in a given location.

E.ST.06.31 Explain how rocks and fossils are used to understand the age and geological history of the Earth (timelines and relative dating, rock layers).

* Revised expectations marked by an asterisk.


E.ST.M.4 Geologic Time- Earth processes seen today (erosion,

mountain building, and glacier movement) make possible the measurement of geologic time through methods such as observing rock sequences and using fossils to correlate the sequences at various locations.

E.ST.06.41 Explain how Earth processes (erosion, mountain building,

and glacier movement) are used for the measurement of geologic time through observing rock layers.

E.ST.06.42 Describe how fossils provide important evidence of how life and environmental conditions have changed.

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v.12.05

Welcome to Michigan’s K-8 Grade Level Content Expectations

Purpose & OverviewIn 2004, the Michigan Department of Education embraced the challenge of creating Grade Level Content Expectations in response to the federal No Child Left Behind Act of 2001. This act mandated the existence of a set of comprehensive state grade level assessments that are designed based on rigorous grade level content.

In this global economy, it is essential that Michigan students possess personal, social, occupational, civic, and quantitative literacy. Mastery of the knowledge and essential skills defined in Michigan’s Grade Level Content Expectations will increase students’ ability to be successful academically, contribute to the future businesses that employ them and the communities in which they choose to live.

The Grade Level Content Expectations build from the Michigan Curriculum Framework and its Teaching and Assessment Standards. Reflecting best practices and current research, they provide a set of clear and rigorous expectations for all students and provide teachers with clearly defined statements of what students should know and be able to do as they progress through school.

Why Create a 12.05 Version of the Expectations?The Office of School Improvement is committed to creating the best possible product for educators. This commitment served as the impetus for the revision of the 6.04 edition that was previously released in June of 2004. This new version, v.12.05, refines and clarifies the original expectations, while preserving their essence and original intent. As education continues to evolve, it is important to remember that each curriculum document should be considered as a work in progress, and will continue to be refined to improve the quality.

The revision process greatly improved the continuity from one grade to the next, and better ensured coherence both in content and pedagogy. To obtain more specific details about the revisions, please refer to the addendum included in this document. The forward of the Across the Grades v.12.05 companion document also clarifies the types of changes made. Educators can access the Across the Grades companion document by visiting the Michigan Department of Education Grade Level Content Expectations web page at www.michigan.gov/glce.

AssessmentThe Grade Level Content Expectations document is intended to be a state assessment tool with the expectations written to convey expected performances by students. The Office of Assessment and Accountability was involved in the development of version 12.05 and has incorporated the changes in the construction of test and item specifications for the K-8 Michigan Education Assessment Program (MEAP) and MI-Access. This updated version will assist us in the creation of companion documents, content examples, and to guide program planners in focusing resources and energy.

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Understanding the Organizational StructureThe expectations in this document are divided into strands with multiple domains within each, as shown below. The skills and content addressed in these expectations will in practice be woven together into a coherent, English language arts curriculum. Beyond the English language arts curriculum, students will use the skills and processes to support learning in all content areas.

To allow for ease in referencing expectations, each expectation has been coded with a strand, domain, grade-level, and expectation number. For example, R.NT.00.01 indicates:

R - Reading Strand

NT -Narrative Text Domain

00 - Kindergarten Expectation

01- First Expectation in the Grade-Level Narrative Text Domain

Strand 1 Reading

Strand 2 Writing

Strand 3 Speaking

Strand 4 Listening & Viewing

Domains

Word Recognition and Word Study (WS)

• Phonemic Awareness

• Phonics

• Word Recognition

• Vocabulary

Fluency (FL)

Narrative Text (NT)

Informational Text (IT)

Comprehension (CM)

Metacognition (MT)

Critical Standards (CS)

Reading Attitude (AT)

Genre (GN)

Process (PR)

Personal Style (PS)

Grammar & Usage (GR)

Spelling (SP)

Handwriting (HW)

Writing Attitude (AT)

Conventions (CN)

Discourse (DS)

Conventions (CN)

Response (RP)

Preparing Students for Academic SuccessWithin the hands of teachers, the Grade Level Content Expectations are converted into exciting and engaging learning for Michigan’s students. As we use these expectations to develop units of instruction and plan instructional delivery, it is critical to keep in mind that content knowledge alone is not sufficient for academic success. Students must be able to apply knowledge in new situations, to solve problems by generating new ideas, and to make connections between what they learn in class to the world around them. The art of teaching is what makes the content of learning become a reality.


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R E A D I N G Word Recognition and Word Study

Word Recognition

Students will…

R.WS.06.01 explain and use word structure, sentence structure, and prediction to aid in decoding and understanding the meanings of words encountered in context.

R.WS.06.02 use structural, syntactic, and semantic analysis to recognize unfamiliar words in context including origins and meanings of foreign words, words with multiple meanings, and knowledge of major word chunks/rimes, and syllabication.

R.WS.06.03 automatically recognize frequently encountered words in print with the number of words that can be read fluently increasing steadily across the school year.

R.WS.06.04 know the meanings of words encountered frequently in grade-level reading and oral language contexts.

R.WS.06.05 acquire and apply strategies to identify unknown words and construct meaning.

Fluency

Students will…

R.WS.06.06 fluently read beginning grade-level text and increasingly demanding texts as the year proceeds.

Vocabulary

Students will…

R.WS.06.07 in context, determine the meaning of words and phrases including regional idioms, literary and technical terms, and content vocabulary using strategies including connotation, denotation, and authentic content-related resources.

Narrative Text

Students will…

R.NT.06.01 describe how characters form opinions about one another in ways that can be fair and unfair in classic, multicultural, and contemporary literature recognized for quality and literary merit.

R.NT.06.02 analyze the structure, elements, style, and purpose of narrative genre including folktales, fantasy, adventure, and action stories.

R.NT.06.03 analyze how dialogue enhances the plot, characters, and themes; differentiates major and minor characters; and builds climax.

R.NT.06.04 analyze how authors use literary devices including dialogue, imagery, mood, and understatement to develop the plot, characters, point of view, and theme.


Informational Text

Students will…

R.IT.06.01 analyze the structure, elements, features, style, and purpose of informational genre, including research reports, “how-to” articles, and essays.

R.IT.06.02 analyze organizational text patterns including descriptive, chronological sequence, and problem/solution.

R.IT.06.03 explain how authors use text features including footnotes, bibliographies, introductions, summaries, conclusions, and appendices to enhance the understanding of central, key, and supporting ideas.

Comprehension

Students will…

R.CM.06.01 connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses.

R.CM.06.02 retell through concise summarization grade-level narrative and informational text.

R.CM.06.03 analyze global themes, universal truths and principles within and across texts to create a deeper understanding by drawing conclusions, making inferences, and synthesizing.

R.CM.06.04 apply significant knowledge from grade-level science, social studies, and mathematics texts.

Metacognition

Students will…

R.MT.06.01 self-monitor comprehension when reading or listening to text by automatically applying and discussing the strategies used by mature readers to increase comprehension including: predicting, constructing mental images, visually representing ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions.

R.MT.06.02 plan, monitor, regulate, and evaluate skills, strategies, and processes for their own reading comprehension by applying appropriate metacognitive skills such as SQP3R and pattern guides.

Critical Standards

Students will…

R.CS.06.01 compare the appropriateness of shared, individual and expert standards based on purpose, context, and audience in order to assess their own writing and the writing of others.

Reading Attitude

Students will…

R.AT.06.01 be enthusiastic about reading and do substantial reading and writing on their own.


W R I T I N G Writing Genre

Students will…

W.GN.06.01 write a cohesive narrative piece such as a personal narrative, adventure, tall tale, folktale, fantasy, or poetry that includes appropriate conventions to the genre, employing elements of characterization for major and minor characters; internal and/or external conflict; and issues of plot, theme, and imagery.

W.GN.06.02 write a personal, persuasive, or comparative essay that includes organizational patterns supporting key ideas.

W.GN.06.03 formulate research questions using multiple resources and perspectives that allow them to organize, analyze, and explore problems and pose solutions that culminate in a final presented project using the writing process.

Writing Process

Students will…

W.PR.06.01 set a purpose, consider audience, and replicate authors’ styles and patterns when writing a narrative or informational piece.

W.PR.06.02 apply a variety of pre-writing strategies for both narrative (e.g., graphic organizers designed to develop a plot that includes major and minor characters, builds climax, and uses dialogue to enhance a theme) and informational writing (e.g., problem/solution or sequence).

W.PR.06.03 revise drafts for clarity, coherence, and consistency in content, voice, and genre characteristics with audience and purpose in mind.

W.PR.06.04 draft focused ideas for a specific purpose using multiple paragraphs, sentence variety, and voice to meet the needs of an audience (e.g., word choice, level of formality, and use of example) when writing compositions.

W.PR.06.05 proofread and edit writing using grade-level checklists and other appropriate resources both individually and in groups.

Personal Style

Students will…

W.PS.06.01 exhibit personal style and voice to enhance the written message in both narrative (e.g., personification, humor, element of surprise) and informational writing (e.g., emotional appeal, strong opinion, credible support).


Grammar and Usage

Students will…

W.GR.06.01 in the context of writing, correctly use style conventions (e.g., Modern Language Association Handbook) and a variety of grammatical structures in writing including indefinite and predicate pronouns; transitive and intransitive verbs; adjective and adverbial phrases; adjective and adverbial subordinate clauses; comparative adverbs and adjectives; superlatives, conjunctions; compound sentences; appositives; independent and dependent clauses; introductory phrases; periods; commas; quotation marks; and use of underlining and italics for specific purposes.

Spelling

Students will…

W.SP.06.01 in the context of writing, correctly spell frequently encountered and frequently misspelled words.

Handwriting

Students will…

W.HW.06.01 write neat and legible compositions.

Writing Attitude

Students will…

W.AT.06.01 be enthusiastic about writing and learning to write.


S P E A K I N G Conventions

Students will…

S.CN.06.01 adjust their use of language to communicate effectively with a variety of audiences and for different purposes by asking and responding to questions and remarks to engage the audience when presenting.

S.CN.06.02 speak effectively using rhyme, rhythm, cadence, and word play for effect in narrative and informational presentations.

S.CN.06.03 present in standard American English if it is their first language. (Students whose first language is not English will present in their developing version of standard American English.)

Discourse

Students will…

S.DS.06.01 engage in interactive, extended discourse to socially construct meaning in book clubs, literature circles, partnerships, or other conversation protocols.

S.DS.06.02 respond to multiple text types in order to compare/contrast ideas, form, and style; to evaluate quality; take a stand and support an issue; and to identify personally with a universal theme.

S.DS.06.03 discuss written narratives that include a variety of literary and plot devices (e.g., established context plot, point of view, sensory details, dialogue, and suspense).

S.DS.06.04 plan a focused and coherent informational presentation using an informational organizational pattern (e.g., problem/solution, sequence); select a focus question to address and organize the message to ensure that it matches the intent and the audience to which it will be delivered.


L I S T E N I N G Conventions

& V I E W I N G Students will…

L.CN.06.01 respond to, evaluate, and analyze the speaker’s effectiveness and content when listening to or viewing a variety of speeches and presentations.

L.CN.06.02 listen to or view critically while demonstrating appropriate social skills of audience behaviors (e.g., eye contact, attentive, supportive); critically examine the verbal and non-verbal strategies during speeches and presentations.

Response

Students will…

L.RP.06.01 listen to or view knowledgeably a variety of genre to summarize, take notes on key points, and ask clarifying questions.

L.RP.06.02 select, listen to or view knowledgeably, and respond thoughtfully to both classic and contemporary texts recognized for quality and literary merit.

L.RP.06.03 identify a speaker’s affective communication expressed through tone, mood, and emotional cues.

L.RP.06.04 relate a speaker’s verbal communications (e.g., tone of voice) to the non-verbal message communicated (e.g., eye contact, posture, and gestures).

L.RP.06.05 respond to multiple text types when listened to or viewed knowledgeably, by discussing, illustrating, and/or writing in order to compare/contrast similarities and differences in idea, form, and style to evaluate quality and to identify personal and universal themes.

L.RP.06.06 respond to, evaluate, and analyze the credibility of a speaker who uses persuasion to affirm his/her point of view in a speech or presentation.

L.RP.06.07 identify persuasive and propaganda techniques used in television, and identify false and misleading information.

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S I X T H G R A D E

Welcome to Michigan’s K-8 Grade Level Content Expectations

Purpose & Overview

In 2004, the Michigan Department of Education embraced the challenge of creating Grade Level Content Expectations in response to the federal No Child Left Behind Act of 2001. This act mandated the existence of a set of comprehensive state grade level assessments that are designed based on rigorous grade level content.

In this global economy, it is essential that Michigan students possess personal, social, occupational, civic, and quantitative literacy. Mastery of the knowledge and essential skills defined in Michigan’s Grade Level Content Expectations will increase students’ ability to be successful academically, contribute to the future businesses that employ them and the communities in which they choose to live.

The Grade Level Content Expectations build from the Michigan Curriculum Framework and its Teaching and Assessment Standards. Reflecting best practices and current research, they provide a set of clear and rigorous expectations for all students and provide teachers with clearly def ined statements of what students should know and be able to do as they progress through school.

Why Create a 12.05 Version of the Expectations?The Office of School Improvement is committed to creating the best possible product for educators. This commitment served as the impetus for the revision of the 6.04 edition that was previously released in June of 2004. This new version, v.12.05, refines and clarifies the original expectations, while preserving their essence and original intent. As education continues to evolve, it is important to remember that each curriculum document should be considered as a work in progress, and will continue to be refined to improve the quality.

The revision process greatly improved the continuity from one grade to the next, and better ensured coherence both in content and pedagogy. To obtain more specific details about the revisions, please refer to the addendum included in this document. The forward of the Across the Grades v.12.05 companion document also clarifies the types of changes made. Educators can access the Across the Grades companion document by visiting the Michigan Department of Education Grade Level Content Expectations web page at www.michigan.gov/glce.

AssessmentThe Grade Level Content Expectations document is intended to be a state assessment tool with the expectations written to convey expected performances by students. The Office of Assessment and Accountability was involved in the development of version 12.05 and has incorporated the changes in the construction of test and item specifications for the K-8 Michigan Education Assessment Program (MEAP) and MI-Access. This updated version will assist us in the creation of companion documents, content examples, and to guide program planners in focusing resources and energy.

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Understanding the Organizational StructureThe expectations in this document are divided into strands with multiple domains within each, as shown below. The skills and content addressed in these expectations will in practice be woven together into a coherent, Mathematics curriculum. The domains in each mathematics strand are broader, more conceptual groupings. In several of the strands, the “domains” are similar to the “standards” in Principles and Standards for School Mathematics from the National Council of Teachers of Mathematics.

To allow for ease in referencing expectations, each expectation has been coded with a strand, domain, grade-level, and expectation number. For example, M.UN.00.01 indicates:

M - Measurement strand

UN - Units & systems of measurement domain of the Measurement strand

00 - Kindergarten Expectation

01- First Expectation in the Grade-Level view of the Measurement strand

Strand 1 Number & Operations

Strand 2 AlgebraStrand 3

MeasurementStrand 4

Geometry

Strand 5 Data and

Probability

Domains

Meaning, notation, place value, and comparisons (ME)

Number relationships and meaning of operations (MR)

Fluency with operations and estimation (FL)

Patterns, relations, functions, and change (PA)

Representation (RP)

Formulas, expressions, equations, and inequalities (RP)

Units and systems of measurement (UN)

Techniques and formulas for measurement (TE)

Problem solving involving measurement (PS)

Geometric shape, properties, and mathematical arguments (GS)

Location and spatial relationships (LO)

Spatial reasoning and geometric modeling (SR)

Transformation and symmetry (TR)

Data representation (RE)

Data interpretation and analysis (AN)

Probability (PR)

Preparing Students for Academic SuccessWithin the hands of teachers, the Grade Level Content Expectations are converted into exciting and engaging learning for Michigan’s students. As we use these expectations to develop units of instruction and plan instructional delivery, it is critical to keep in mind that content knowledge alone is not sufficient for academic success. Students must be able to apply knowledge in new situations, to solve problems by generating new ideas, and to make connections between what they learn in class to the world around them. The art of teaching is what makes the content of learning become a reality.


M I C H I G A N D E P A R T M E N T O F E D U C A T I O N ■ v . 1 2 . 0 5 ■ M A T H E M A T I C S S I X T H G R A D E 3

NUMBER AND Multiply and divide fractions

OPERATIONS N.MR.06.01 Understand division of fractions as the inverse of multiplication, e.g., if ÷ = ■, then • ■ = , so ■ = • = . N.FL.06.02 Given an applied situation involving dividing fractions, write a mathematical statement to represent the situation.

N.MR.06.03 Solve for the unknown in equations such as ÷ ■ = 1, ÷ ■ = , and = 1 • ■ .

N.FL.06.04 Multiply and divide any two fractions, including mixed numbers, fluently.

Represent rational numbers as fractions or decimals N.ME.06.05 Order rational numbers and place them on the number line.

N.ME.06.06 Represent rational numbers as fractions or terminating decimals when possible, and translate between these representations.

N.ME.06.07 Understand that a fraction or a negative fraction is a quotient of two integers, e.g., - is -8 divided by 3.

Add and subtract integers and rational numbers N.MR.06.08 Understand integer subtraction as the inverse of integer addition. Understand integer

division as the inverse of integer multiplication.*

N.FL.06.09 Add and multiply integers between -10 and 10; subtract and divide integers using the related facts. Use the number line and chip models for addition and subtraction.*

N.FL.06.10 Add, subtract, multiply and divide positive rational numbers fluently.

Find equivalent ratios N.ME.06.11 Find equivalent ratios by scaling up or scaling down.

Solve decimal, percentage and rational number problems N.FL.06.12 Calculate part of a number given the percentage and the number.

N.MR.06.13 Solve contextual problems involving percentages such as sales taxes and tips.*

N.FL.06.14 For applied situations, estimate the answers to calculations involving operations with rational numbers.

N.FL.06.15 Solve applied problems that use the four operations with appropriate decimal numbers.

Use exponents N.ME.06.16 Understand and use integer exponents, excluding powers of negative bases; express

numbers in scientific notation.*

Understand rational numbers and their location on the number line N.ME.06.17 Locate negative rational numbers (including integers) on the number line;

know that numbers and their negatives add to 0, and are on opposite sides and at equal distance from 0 on a number line.

N.ME.06.18 Understand that rational numbers are quotients of integers (non zero denominators), e.g., a rational number is either a fraction or a negative fraction.

N.ME.06.19 Understand that 0 is an integer that is neither negative nor positive.

N.ME.06.20 Know that the absolute value of a number is the value of the number ignoring the sign; or is the distance of the number from 0.

* revised expectations in italics

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ALGEBRA Calculate rates A.PA.06.01 Solve applied problems involving rates, including speed, e.g., if a car is going 50

mph, how far will it go in 3 hours?

Understand the coordinate plane A.RP.06.02 Plot ordered pairs of integers and use ordered pairs of integers to identify points

in all four quadrants of the coordinate plane.

Use variables, write expressions and equations, and combine like terms A.FO.06.03 Use letters, with units, to represent quantities in a variety of contexts,

e.g., y lbs., k minutes, x cookies.

A.FO.06.04 Distinguish between an algebraic expression and an equation.

A.FO.06.05 Use standard conventions for writing algebraic expressions, e.g., 2x + 1 means “two times x, plus 1” and 2(x + 1) means “two times the quantity (x + 1).”

A.FO.06.06 Represent information given in words using algebraic expressions and equations.

A.FO.06.07 Simplify expressions of the first degree by combining like terms, and evaluate using specific values.

Represent linear functions using tables, equations, and graphs A.RP.06.08 Understand that relationships between quantities can be suggested by graphs

and tables.

A.PA.06.09 Solve problems involving linear functions whose input values are integers; write the equation; graph the resulting ordered pairs of integers, e.g., given c chairs, the “leg function” is 4c; if you have 5 chairs, how many legs?; if you have 12 legs, how many chairs?*

A.RP.06.10 Represent simple relationships between quantities using verbal descriptions, formulas or equations, tables, and graphs, e.g., perimeter-side relationship for a square, distance-time graphs, and conversions such as feet to inches.

Solve equations A.FO.06.11 Relate simple linear equations with integer coefficients, e.g., 3x = 8 or

x + 5 = 10, to particular contexts and solve.*

A.FO.06.12 Understand that adding or subtracting the same number to both sides of an equation creates a new equation that has the same solution.

A.FO.06.13 Understand that multiplying or dividing both sides of an equation by the same non-zero number creates a new equation that has the same solutions.

A.FO.06.14 Solve equations of the form ax + b = c, e.g., 3x + 8 = 15 by hand for positive integer coefficients less than 20, use calculators otherwise, and interpret the results.

MEASUREMENT Convert within measurement systems M.UN.06.01 Convert between basic units of measurement within a single measurement

system, e.g., square inches to square feet.

Find volume and surface area M.PS.06.02 Draw patterns (of faces) for a cube and rectangular prism that, when

cut, will cover the solid exactly (nets).

M.TE.06.03 Compute the volume and surface area of cubes and rectangular prisms given the lengths of their sides, using formulas.

* revised expectations in italics

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GEOMETRY Understand and apply basic properties G.GS.06.01 Understand and apply basic properties of lines, angles, and triangles, including:

• triangle inequality

• relationships of vertical angles, complementary angles, supplementary angles

• congruence of corresponding and alternate interior angles when parallel lines — are cut by a transversal, and that such congruencies imply parallel lines

• locate interior and exterior angles of any triangle, and use the property that an exterior — angle of a triangle is equal to the sum of the remote (opposite) interior angles

• know that the sum of the exterior angles of a convex polygon is 360º.

Understand the concept of congruence and basic transformations G.GS.06.02 Understand that for polygons, congruence means corresponding sides and angles

have equal measures.

G.TR.06.03 Understand the basic rigid motions in the plane (reflections, rotations, translations), relate these to congruence, and apply them to solve problems.

G.TR.06.04 Understand and use simple compositions of basic rigid transformations, e.g., a translation followed by a reflection.

Construct geometric shapes G.SR.06.05 Use paper folding to perform basic geometric constructions of perpendicular lines,

midpoints of line segments and angle bisectors; justify informally.

DATA AND Understand the concept of probability and solve problemsPROBABILITY D.PR.06.01 Express probabilities as fractions, decimals, or percentages between 0 and 1; know

that 0 probability means an event will not occur and that probability 1 means an event will occur.

D.PR.06.02 Compute probabilities of events from simple experiments with equally likely outcomes, e.g., tossing dice, flipping coins, spinning spinners, by listing all possibilities and finding the fraction that meets given conditions.

��GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION

Organization of Western and Eastern Hemisphere Studiesin Grades Six and Seven

The study of the Western and Eastern Hemispheres during ancient and modern times, is the content of grades six and seven. Instruction over these two years includes geography, economics, government, inquiry, public discourse and decision making, citizen involvement, and World History and Geography - Eras 1, 2, and 3. These components may be arranged over the two years with the understanding that all grade level content expectations for 6 and 7 must be included in the plan for instruction.

An approach which integrates the study of the ancient world and a present day context for geography, economics, and government of both hemispheres requires careful planning. As of the writing of this document, grade level testing is not currently planned for social studies, therefore,districts are afforded flexibility on the organizational delivery models for the content in grades 6 and 7. The charts below illustrate organizational options for how those studies might be scheduled for delivery to students.

The first chart illustrates options for an integrated course of study, called Western and Eastern Hemisphere Studies, in the sixth and seventh grades. This model infuses ancient world history into a regional Western and Eastern Hemisphere organization. The difference between the options shown in this chart is the number of weeks devoted to specific topics. Notice that the shaded columns show the number of weeks used in the first year to supplement the teaching of Eastern Hemisphere Studies. The three options shown are only examples. A local school district may adopt another, such as spending 27 weeks on Western Hemisphere Studies. It should also be noted that a district may wish to offer the Eastern Hemisphere Studies in sixth grade and Western Hemisphere Studies in seventh grade.

Numberof Weeksof Study

The World in Temporal TermsOverview andHistory of Ancient Civilizations of Western Hemisphere

The World in Spatial Terms Overview and Geography of Western Hemisphere

Contemporary Civics and Economics of the Western Hemisphere

GlobalIssues Pastand Present

1 year =36 weeks

24 weeks

28 weeks

7 weeks

7 weeks

7 weeks

19 weeks

11 weeks

14 weeks

5 weeks

2 weeks

3 weeks

5 weeks

4 weeks

4 weeks

Eastern Hemisphere Studies

Numberof Weeks Remaining to Begin Teaching the Eastern Hemisphere


The World in Spatial Terms Overview and Geographyof Eastern Hemisphere

Contemporary Civics and Economics of the Eastern Hemisphere

0 weeks

12 weeks

8 weeks

1 year =36 weeks

48 weeks( 36 weeks +12 weeks

from Grade 6)

44 weeks( 36 weeks +

8 weeksfrom Grade 6)

12 weeks

17 weeks

15 weeks

16 weeks

22 weeks

20 weeks

3 weeks

3 weeks

3 weeks

5 weeks

6 weeks

6 weeks

Western Hemisphere Studies

The World in Temporal TermsOverview andHistory of Ancient Civilizations of Eastern Hemisphere



The World in Temporal Terms

AncientHistoryof Eastern Hemisphere

36 weeks

2 weeks

15 weeks

9 weeks

4 weeks

World Geography Studies


6 weeks

36 weeks

2 weeks

19 weeks

9 weeks

6 weeks

Ancient World Studies

The World in Spatial Terms


AncientHistoryof Western Hemisphere

Geography of the Eastern Hemisphere

Geography of the Western Hemisphere


Contemporary Civics/Government and Economics

This next chart shows an example of how a local district might decide to divide the content by discipline with one year of ancient world history and one year of world geography. Again, all 6th and 7th Grade Level Content Expectations must be included in this discipline-based organizational delivery model.

Example of Organization for Grades Six and Seven by Content Discipline

Social Studies Content Expectations Grade Five

Examples of Organization for Grades Six and Seven by Hemisphere

�� GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION

An Overview of Western and Eastern Hemisphere Studies

The World in Temporal Terms – Historical Habits of Mind (Included in Grade 6 as a foundation for Grade 7)Students will identify the conceptual devices to organize their study of the world. They will compare cultural and historical interpretation. They will use the process of reasoning based on evidence from the past and interpret a variety of historical documents recognizing fact from opinion and seeking multiple historical perspectives and will evaluate evidence, compare and contrast information, interpret the historical record, and develop sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

WHG Era 1 – The Beginnings of Human Society: Beginnings to 4000 B.C.E./B.C.Students will explain the basic features and differences between hunter-gatherer societies and pastoral nomads. Analyze and explain the geographic, environmental, biological, and cultural processes that influenced the rise of the earliest human communities, the migration and spread of people throughout the world, and the causes and consequences of the growth of agriculture.

WHG Era 2 – Early Civilizations and Cultures and the Emergence of Pastoral Peoples, 4000 to 1000 B.C.E./B.C.Students will describe and differentiate defining characteristics of early civilizations.

WHG Era 3 – Classical Traditions, World Religions, and Major Empires, 1000 B.C.E./B.C. to 300 C.E./A.D. (Grades six and seven includes World History to 300 C.E./A.D.)Students will analyze the innovations and social, political, and economic changes that occurred through emergence of classical civilizations in the major regions of the world, including the establishment of five major world religions.

The World in Spatial Terms – Geographical Habits of Mind (Included in Grade 6 as a foundation for Grade 7) Students will study the relationships between people, places, and environments by using information that is in a geographic (spatial) context. They will engage in mapping and analyzing the information to explain the patterns and relationships they reveal both between and among people, their cultures, and the natural environment. They will identify and access information, evaluate it using criteria based on concepts and themes, and use geography in problem solving and decision making. Students will explain and use key conceptual devices (places and regions, spatial patterns and processes) that geographers use to organize information and inform their study of the world.

Places and RegionsStudents will describe the cultural groups and diversities among people that are rooted in particular places and in human constructs called regions. They will analyze the physical and human characteristics of places and regions.

Physical SystemsStudents will describe the physical processes that shape the Earth’s surface which, along with plants and animals, are the basis for both sustaining and modifying ecosystems. They will identify and analyze the patterns and characteristics of the major ecosystems on Earth.

Human SystemsStudents will explain that human activities help shape Earth’s surface, human settlements and structures are part of Earth’s surface, and humans compete for control of Earth’s surface. They will study human populations, cultural mosaics, economic interdependence, human settlement, and cooperation.

Environment and SocietyStudents will explain that the physical environment is modified by human activities, which are influenced by the ways in which human societies value and use Earth’s natural resources, and by Earth’s physical features and processes. They will explain how human action modifies the physical environment and how physical systems affect human systems.


An Overview of Western and Eastern Hemisphere Studies – continued

Global Issues Past and Present (Capstone Projects, G6) The challenges of the 21st century require students to be globally literate regarding major global issues and the processes necessary to inquire about issues, gather information, and make decisions that arise during their lifetimes. They will need to practice responsible citizenship and make informed and reasoned decisions for the public good in a pluralistic, democratic society and an interdependent world.

Throughout the school year, the students will be introduced to topics that address global issues that integrate time and place. The topics are important for understanding contemporary global issues that affect countries and regions. Regular experiences with those topics and issues are necessary during each grade in order to build the background students will require to complete in-depth capstone projects.

A capstone project entails the investigation of historical and contemporary global issues that have significance for the student and are clearly linked to the world outside the classroom. Students use technology and traditional sources to collect data that they develop into a product or performance that clearly demonstrates their proficiency in apply-ing content from the core disciplines. They use public discourse, decision making, and citizen involvement in complet-ing and presenting the capstone. The students demonstrate inquiry methods and compose persuasive civic essays using reasoned arguments. The capstone project proposes a plan for the future based on the evidence researched. At least three global issues should be used in capstone projects at each grade level.

Purposes of GovernmentStudents will analyze how people identify, organize, and accomplish the purposes of government.

Structure and Functions of GovernmentStudents will describe the major activities of government including making and enforcing laws, providing services and benefits to individuals and groups, assigning individual and collective responsibilities, generating revenue, and providing national security.

Relationship of United States to Other Nations and World AffairsStudents will explain that the world is organized politically into nation-states, and how nation-states interact with one another.

The Market EconomyStudents will describe the market economy in terms of relevance of limited resources, how individuals and institutions make and evaluate decisions, the role of incentives, how buyers and sellers interact to create markets, how markets allocate resources, and the economic role of government in a market economy.

The National EconomyStudents will use economic concepts, terminology, and data to identify and describe how a national economy functions. They will study the role of government as a provider of goods and services within a national economy.

The International EconomyStudents will analyze reasons for individuals and businesses to specialize and trade, why individuals and businesses trade across international borders, and the comparisons of the benefits and costs of specialization and the resulting trade for consumers, producers, and governments.

Public Discourse, Decision Making, Citizen Involvement Students will identify and analyze public policy issues, express and justify decisions, and develop an action plan to inform others.


HISTORyH1 The World in Temporal Terms: Historical Habits of Mind (Foundational for Grade 7)

1.1 Temporal Thinking 1.2 Historical Inquiry and Analysis

1.4 Historical UnderstandingW1 WHG Era 1 – The Beginnings of Human Society

1.1 Peopling of the Earth 1.2 Agricultural Revolution

W2 WHG Era 2 – Early Civilizations and Cultures and the Emergence of Pastoral Peoples 2.1 Early Civilizations and Early Pastoral Societies

W3 WHG Era 3 – Classical Traditions, World Religions, and Major Empires 3.1 Classical Traditions and Major Empires in the Western Hemisphere

GEOGRAPHyG1 The World in Spatial Terms: Geographical Habits of Mind (Foundational for Grade 7)

1.1 Spatial Thinking 1.2 Geographical Inquiry and Analysis 1.3 Geographical Understanding

G2 Places and Regions 2.1 Physical Characteristics of Place 2.2 Human Characteristics of Place

G3 Physical Systems 3.1 Physical Processes 3.2 Ecosystems

G4 Human Systems 4.1 Cultural Mosaic 4.2 Technology Patterns and Networks 4.3 Patterns of Human Settlement 4.4 Forces of Cooperation and Conflict

G5 Environment and Society 5.1 Humans and the Environment 5.2 Physical and Human Systems

G6 Global Issues Past and Present 6.1 Global Topic Investigation and Issue Analysis

CIVICS AND GOVERNMENTC1 Purposes of Government

1.1 Nature of Civic Life, Politics, and GovernmentC3 Structure and Functions of Government

3.6 Characteristics of Nation-StatesC4 Relationship of United States to Other Nations and World Affairs

4.3 Conflict and Cooperation Between and Among Nations

ECONOMICSE1 The Market Economy

1.1 Individual, Business, and Government ChoicesE2 The National Economy

2.3 Role of GovernmentE3 International Economy

3.1 Economic Systems 3.3 Economic Interdependence

PUBLIC DISCOURSE, DECISION MAKING, AND CITIzEN INVOLVEMENT

Western Hemisphere Studies Grade Six

Sixth grade students will explore the tools and mental constructs used by historians and geographers. They will develop an understanding of Ancient World History, Eras 1 – 3, of the Western Hemisphere and will study contemporary geography of the Western Hemisphere. Contemporary civics/government and economics content is integrated throughout the year. As a capstone, the students will conduct investigations about past and present global issues. Using significant content knowledge, research, and inquiry, they will analyze an issue and propose a plan for the future. As part of the inquiry, they compose civic, persuasive essays using reasoned argument.

�7GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION

HISTORyH1 The World in Temporal Terms: Historical Habits of Mind (Foundational for Grade 7)

1.1 Temporal Thinking 1.2 Historical Inquiry and Analysis

1.4 Historical UnderstandingW1 WHG Era 1 – The Beginnings of Human Society

1.1 Peopling of the Earth 1.2 Agricultural Revolution

W2 WHG Era 2 – Early Civilizations and Cultures and the Emergence of Pastoral Peoples 2.1 Early Civilizations and Early Pastoral Societies

W3 WHG Era 3 – Classical Traditions, World Religions, and Major Empires 3.1 Classical Traditions and Major Empires in the Western Hemisphere

GEOGRAPHyG1 The World in Spatial Terms: Geographical Habits of Mind (Foundational for Grade 7)

1.1 Spatial Thinking 1.2 Geographical Inquiry and Analysis 1.3 Geographical Understanding

G2 Places and Regions 2.1 Physical Characteristics of Place 2.2 Human Characteristics of Place

G3 Physical Systems 3.1 Physical Processes 3.2 Ecosystems

G4 Human Systems 4.1 Cultural Mosaic 4.2 Technology Patterns and Networks 4.3 Patterns of Human Settlement 4.4 Forces of Cooperation and Conflict

G5 Environment and Society 5.1 Humans and the Environment 5.2 Physical and Human Systems

G6 Global Issues Past and Present 6.1 Global Topic Investigation and Issue Analysis

CIVICS AND GOVERNMENTC1 Purposes of Government

1.1 Nature of Civic Life, Politics, and GovernmentC3 Structure and Functions of Government

3.6 Characteristics of Nation-StatesC4 Relationship of United States to Other Nations and World Affairs

4.3 Conflict and Cooperation Between and Among Nations

ECONOMICSE1 The Market Economy

1.1 Individual, Business, and Government ChoicesE2 The National Economy

2.3 Role of GovernmentE3 International Economy

3.1 Economic Systems 3.3 Economic Interdependence

PUBLIC DISCOURSE, DECISION MAKING, AND CITIzEN INVOLVEMENT

6TH GRADE WESTERN HEMISPHERE STUDIES

Sixth Grade includes North America, Central America, the Caribbean, and South America. Europe and Russia are listed in the document in grade 7, but may be included with either Western or Eastern Hemisphere Studies. World History Eras 1, 2, and 3 are included in Grades 6 and 7 as a foundation for High School World History and Geography.

Note: The World in Temporal Terms and The World in Spatial Terms become foundational expectations for the 7th Grade study of the Eastern Hemisphere.

HISTORy

H1 THE WORLD IN TEMPORAL TERMS: HISTORICAL HABITS OF MIND (WAyS OF THINKING)

Evaluate evidence, compare and contrast information, interpret the historical record, and develop sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

H1.1 Temporal ThinkingUse historical conceptual devices to organize and study the past.

Historians use conceptual devices (eras, periods, calendars, time lines) to organize their study of the world. Chronology is based on time and reflects cultural and historical interpretations, including major starting points, and calendars based on different criteria (religious, seasonal, Earth-sun-and-moon relationships). Historians use eras and periods to organize the study of broad developments that have involved large segments of world’s population and have lasting significance for future generations and to explain change and continuity.

6 – H1.1.1 Explain why and how historians use eras and periods as constructs to organize and explain human activities over time.

6 – H1.1.2 Compare and contrast several different calendar systems used in the past and present and their cultural significance (e.g., Olmec and Mayan calendar systems, Aztec Calendar Stone, Sun Dial, Gregorian calendar – B.C./A.D.; contemporary secular – B.C.E./C.E. Note: in 7th grade Eastern Hemisphere the Chinese, Hebrew, and Islamic/Hijri calendars are included).

H1.2 Historical Inquiry and AnalysisUse historical inquiry and analysis to study the past.

History is a process of reasoning based on evidence from the past. Historians use and interpret a variety of historical documents (including narratives), recognize the difference between fact and opinion, appreciate multiple historical perspectives while avoiding present mindedness (judging the past solely in term of norms and values of today), and explain that historical events often are the result of multiple causation. Students will conduct their own inquiry and analysis in their studies about the ancient history of the Western Hemisphere.

6 – H1.2.1 Explain how historians use a variety of sources to explore the past (e.g., artifacts, primary and secondary sources including narratives, technology, historical maps, visual/mathematical quantitative data, radiocarbon dating, DNA analysis).

6 – H1.2.2 Read and comprehend a historical passage to identify basic factual knowledge and the literal meaning by indicating who was involved, what happened, where it happened, what events led to the development, and what consequences or outcomes followed.

6 – H1.2.3 Identify the point of view (perspective of the author) and context when reading and discussing primary and secondary sources.

6 – H1.2.4 Compare and evaluate competing historical perspectives about the past based on proof.6 – H1.2.5 Identify the role of the individual in history and the significance of one person’s ideas.

Social Studies Content Expectations Grade Six

�8 GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION

H1.4 Historical UnderstandingUse historical concepts, patterns, and themes to study the past.

Historians apply temporal perspective, historical inquiry, and analysis to spheres of human society to construct knowledge as historical understandings. These understandings are drawn from the record of human history and include human aspirations, strivings, accomplishments, and failures in spheres of human activity.

6 – H1.4.1 Describe and use cultural institutions to study an era and a region (political, economic, religion/ belief, science/technology, written language, education, family).

6 – H1.4.2 Describe and use themes of history to study patterns of change and continuity. 6 – H1.4.3 Use historical perspective to analyze global issues faced by humans long ago and today.

W1 WHG ERA 1 – THE BEGINNINGS OF HUMAN SOCIETy: BEGINNINGS TO 4000 B.C.E./B.C.

Explain the basic features and differences between hunter-gatherer societies and pastoral nomads. Analyze and explain the geographic, environmental, biological, and cultural processes that influenced the rise of the earliest human communities, the migration and spread of people throughout the world, and the causes and consequences of the growth of agriculture.

W1.1 Peopling of the Earth Describe the spread of people in the Western Hemisphere in Era 1.

In the first era of human history, people spread throughout the world. As communities of hunters, foragers, or fishers, they adapted creatively and continually to a variety of contrasting, changing environments in the Americas.

6 – W1.1.1 Describe the early migrations of people among Earth’s continents (including the Berringa Land Bridge).

6 – W1.1.2 Examine the lives of hunting and gathering people during the earliest eras of human society (tools and weapons, language, fire).

W1.2 Agricultural Revolution Describe the Agricultural Revolution and explain why it is a turning point in history.

The Agricultural Revolution was a major turning point in history that resulted in people and civilizations viewing and using the land in a systematic manner to grow food crops, raise animals, produce food surpluses, and the development of sedentary settlement.

6 – W1.2.1 Describe the transition from hunter gatherers to sedentary agriculture (domestication of plants and animals).

6 – W1.2.2 Describe the importance of the natural environment in the development of agricultural settlements in different locations (e.g., available water for irrigation, adequate precipitation, and suitable growing season).

6 – W1.2.3 Explain the impact of the Agricultural Revolution (stable food supply, surplus, population growth, trade, division of labor, development of settlements).



W2 WHG ERA 2 – EARLy CIVILIZATIONS AND CULTURES AND THE EMERGENCE OF PASTORAL PEOPLES, 4000 TO 1000 B.C.E./B.C.

Describe and differentiate defining characteristics of early civilization and pastoral societies, where they emerged, and how they spread.

W2.1 Early Civilizations and Early Pastoral SocietiesDescribe the characteristics of early Western Hemisphere civilizations and pastoral societies.

During this era early agrarian civilizations and pastoral societies emerged. Many of the world’s most fundamental institutions, discoveries, inventions, and techniques appeared. Pastoral societies developed cultures that reflected the geography and resources that enabled them to inhabit the more challenging physical environments such as the tundra and semi-arid regions of North and South America.

6 – W2.1.1 Explain how the environment favored hunter gatherer, pastoral, and small scale agricultural ways of life in different parts of the Western Hemisphere.

6 – W2.1.2 Describe how the invention of agriculture led to the emergence of agrarian civilizations (seasonal harvests, specialized crops, cultivation, and development of villages and towns).

6 – W2.1.3 Use multiple sources of evidence to describe how the culture of early peoples of North America reflected the geography and natural resources available (e.g., Inuit of the Arctic, Kwakiutl of the Northwest Coast; Anasazi and Apache of the Southwest).

6 – W2.1.4 Use evidence to identify defining characteristics of early civilizations and early pastoral nomads (government, language, religion, social structure, technology, and division of labor).

W3 WHG ERA 3 – CLASSICAL TRADITIONS AND MAjOR EMPIRES, 1000 B.C.E./B.C. TO 300 C.E./A.D.

(Note: Mayan, Aztec, and Incan societies had their beginnings in Era 3 but became more prominent as civilizations in Era 4.)

Analyze the civilizations and empires that emerged during this era, noting their political, economic, and social systems, and their changing interactions with the environment.

Analyze the innovations and social, political, and economic changes that occurred through the emergence of agrarian societies of Mesoamerica and Andean South America and the subsequent urbanization and trading economies that occurred in the region. (Grade 6)

W3.1 Classical Traditions and Major Empires in the Western HemisphereDescribe empires and agrarian civilizations in Mesoamerica and South America.

Civilizations and empires that emerged during this era were noted for their political, economic and social systems and their changing interactions with the environment and the agrarian civilizations that emerged in Mesoamerica and South America.

6 – W3.1.1 Analyze the role of environment in the development of early empires, referencing both useful environmental features and those that presented obstacles.

6 – W3.1.2 Explain the role of economics in shaping the development of early civilizations (trade routes and their significance – Inca Road, supply and demand for products).

6 – W3.1.3 Describe similarities and difference among Mayan, Aztec, and Incan societies, including economy, religion, and role and class structure.

6 – W3.1.4 Describe the regional struggles and changes in governmental systems among the Mayan, Aztec, and Incan Empires.

6 – W3.1.5 Construct a timeline of main events on the origin and development of early and classic ancient civilizations of the Western Hemisphere (Olmec, Mayan, Aztec, and Incan).


�0 GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION

GEOGRAPHy

G1 THE WORLD IN SPATIAL TERMS: GEOGRAPHICAL HABITS OF MIND

Describe the relationships between people, places, and environments by using information that is in a geographic (spatial) context. Engage in mapping and analyzing the information to explain the patterns and relationships they reveal both between and among people, their cultures, and the natural environment. Identify and access information, evaluate it using criteria based on concepts and themes, and use geography in problem solving and decision making. Explain and use key conceptual devices (places and regions, spatial patterns and processes) that geographers use to organize information and inform their study of the world.

G1.1 Spatial ThinkingUse maps and other geographic tools to acquire and process information from a spatial perspective.

Geographers use published maps, sketch (mental) maps, and other geographic representations, tools, and technologies to acquire, organize, process, and report information from a spatial perspective. World maps made for specific purposes (population distribution, climate patterns, vegetation patterns) are used to explain the importance of maps in presenting information that can be compared, contrasted, and examined to answer the questions “Where is something located?” and “Why is it located there?” Students will begin with global scale and then refocus the scale to study the region of the Western Hemisphere, and, finally, focus on a specific place.

6 – G1.1.1 Describe how geographers use mapping to represent places and natural and human phenomena in the world.

6 – G1.1.2 Draw a sketch map from memory of the Western Hemisphere showing the major regions (Canada, United States, Mexico, Central America, South America, and Caribbean).

G1.2 Geographical Inquiry and AnalysisUse geographic inquiry and analysis to answer important questions about relationships between people, cultures, their environment, and relations within the larger world context.

Geographers use information and skills to reach conclusions about significant questions regarding the relationships between people, their cultures, the environments in which they live, and the relationships within the larger world context. Students will reach their own conclusions using this information and make a reasoned judgment about the most justifiable conclusion based on the authenticity of the information, their skill at critically analyzing the information, and presenting the results of the inquiry.

6 – G1.2.1 Locate the major landforms, rivers (Amazon, Mississippi, Missouri, Colorado), and climate regions of the Western Hemisphere.

6 – G1.2.2 Explain why maps of the same place may vary, including cultural perspectives of the Earth and new knowledge based on science and modern technology.

6 – G1.2.3 Use data to create thematic maps and graphs showing patterns of population, physical terrain, rainfall, and vegetation, analyze the patterns and then propose two generalizations about the location and density of the population.

6 – G1.2.4 Use observations from air photos, photographs (print and CD), films (VCR and DVD) as the basis for answering geographic questions about the human and physical characteristics of places and regions.



6 – G1.2.5 Use information from modern technology such as Geographic Positioning System (GPS), Geographic Information System (GIS), and satellite remote sensing to locate information and process maps and data to analyze spatial patterns of the Western Hemisphere to answer geographic questions.

6 – G1.2.6 Apply the skills of geographic inquiry (asking geographic questions, acquiring geographic information, organizing geographic information, analyzing geographic information, and answering geographic questions) to analyze a problem or issue of importance to a region of the Western Hemisphere.

G1.3 Geographical UnderstandingUse geographic themes, knowledge about processes and concepts to study the Earth.

The nature and uses of geography as a discipline and the spatial perspective require that students observe, interpret, assess, and apply geographic information and skills. The uses of the subject and content of geography are essential in the development of geographical understanding. A spatial perspective enables student to observe, describe, and analyze the organizations of people, places, and environments at different scales and is central to geographic literacy.

6 – G1.3.1 Use the fundamental themes of geography (location, place, human environment interaction, movement, region) to describe regions or places on earth.

6 – G1.3.2 Explain the locations and distributions of physical and human characteristics of Earth by using knowledge of spatial patterns.

6 – G1.3.3 Explain the different ways in which places are connected and how those connections demonstrate interdependence and accessibility.

G2 PLACES AND REGIONS

Describe the cultural groups and diversities among people that are rooted in particular places and in human constructs called regions. Analyze the physical and human characteristics of places and regions.

G2.1 Physical Characteristics of PlaceDescribe the physical characteristics of places.

6 – G2.1.1 Describe the landform features and the climate of the region (within the Western or Eastern Hemispheres) under study.

6 – G2.1.2 Account for topographic and human spatial patterns (where people live) associated with tectonic plates such as volcanoes, earthquakes, settlements (Ring of Fire, recent volcanic and seismic events, settlements in proximity to natural hazards in the Western Hemisphere) by using information from GIS, remote sensing, and the World Wide Web.

G2.2 Human Characteristics of PlaceDescribe the human characteristics of places.

6 – G2.2.1 Describe the human characteristics of the region under study (including languages, religion, economic system, governmental system, cultural traditions).

6 – G2.2.2 Explain that communities are affected positively or negatively by changes in technology (e.g., Canada with regard to mining, forestry, hydroelectric power generation, agriculture, snowmobiles, cell phones, air travel).

6 – G2.2.3 Analyze how culture and experience influence people’s perception of places and regions (e.g., the Caribbean Region that presently displays enduring impacts of different immigrant groups – Africans, South Asians, Europeans – and the differing contemporary points of view about the region displayed by islanders and tourists).



G3 PHySICAL SySTEMS

Describe the physical processes that shape the Earth’s surface which, along with plants and animals, are the basis for both sustaining and modifying ecosystems. Identify and analyze the patterns and characteristics of the major ecosystems on Earth.

G3.1 Physical ProcessesDescribe the physical processes that shape the patterns of the Earth’s surface.

6 – G3.1.1 Construct and analyze climate graphs for two locations at different latitudes and elevations in the region to answer geographic questions and make predictions based on patterns. (e.g., compare and contrast Buenos Aires and La Paz; Mexico City and Guatemala City; Edmonton and Toronto).

G3.2 EcosystemsDescribe the characteristics and spatial distribution of ecosystems on the Earth’s surface.

6 – G3.2.1 Explain how and why ecosystems differ as a consequence of differences in latitude, elevation, and human activities (e.g., South America’s location relative to the equator, effects of elevations on temperature and growing season, proximity to bodies of water and the effects on temperature and rainfall, effects of annual flooding on vegetation along river flood plains such as the Amazon).

6 – G3.2.2 Identify ecosystems and explain why some are more attractive for humans to use than are others (e.g., mid-latitude forest in North America, high latitude of Peru, tropical forests in Honduras, fish or marine vegetation in coastal zones).

G4 HUMAN SySTEMS Explain that human activities may be seen on Earth’s surface.

Human systems include the way people divide the land, decide where to live, develop communities that are part of the larger cultural mosaic, and engage in the cultural diffusion of ideas and products within and among groups.

G4.1 Cultural MosaicDescribe the characteristics, distribution and complexity of Earth’s cultural mosaic.

6 – G4.1.1 Identify and explain examples of cultural diffusion within the Americas (e.g., baseball, soccer, music, architecture, television, languages, health care, Internet, consumer brands, currency, restaurants, international migration).

G4.2 Technology Patterns and NetworksDescribe how technology creates patterns and networks that connect people, products, and ideas.

6 – G4.2.1 List and describe the advantages and disadvantages of different technologies used to move people, products, and ideas throughout the world (e.g., call centers in the Eastern Hemisphere that service the Western Hemisphere; the United States and Canada as hubs for the Internet; transport of people and perishable products; and the spread of individuals’ ideas as voice and image messages on electronic networks such as the Internet).



G4.3 Patterns of Human SettlementDescribe patterns, processes, and functions of human settlement.

6 – G4.3.1 Identify places in the Western Hemisphere that have been modified to be suitable for settlement by describing the modifications that were necessary (e.g., Vancouver in Canada; irrigated agriculture; or clearing of forests for farmland).

6 – G4.3.2 Describe patterns of settlement by using historical and modern maps (e.g., coastal and river cities and towns in the past and present, locations of megacities – modern cities over 5 million, such as Mexico City, and patterns of agricultural settlements in South and North America).

G4.4 Forces of Cooperation and ConflictExplain how forces of conflict and cooperation among people influence the division of the Earth’s surface and its resources.

6 – G4.4.1 Identify factors that contribute to conflict and cooperation between and among cultural groups (control/use of natural resources, power, wealth, and cultural diversity).

6 – G4.4.2 Describe the cultural clash of First Peoples, French and English in Canada long ago, and the establishment of Nunavut in 1999.

G5 ENVIRONMENT AND SOCIETyExplain that the physical environment is modified by human activities, which are influenced by the ways in which human societies value and use Earth’s natural resources, and by Earth’s physical features and processes. Explain how human action modifies the physical environment and how physical systems affect human systems.

G5.1 Humans and the EnvironmentDescribe how human actions modify the environment.

6 – G5.1.1 Describe the environmental effects of human action on the atmosphere (air), biosphere (people, animals, and plants), lithosphere (soil), and hydrosphere (water) (e.g., changes in the tropical forest environments in Brazil, Peru, and Costa Rica).

6 – G5.1.2 Describe how variations in technology affect human modifications of the landscape (e.g., clearing forests for agricultural land in South America, fishing in the Grand Banks of the Atlantic, expansion of cities in South America, hydroelectric developments in Canada, Brazil and Chile, and mining the Kentucky and West Virginia).

6 – G5.1.3 Identify the ways in which human-induced changes in the physical environment in one place can cause changes in other places (e.g., cutting forests in one region may result in river basin flooding elsewhere; building a dam floods land upstream and may permit irrigation in another region).

G5.2 Physical and Human SystemsDescribe how physical and human systems shape patterns on the Earth’s surface.

6– G5.2.1 Describe the effects that a change in the physical environment could have on human activities and the choices people would have to make in adjusting to the change (e.g., drought in northern Mexico, disappearance of forest vegetation in the Amazon, natural hazards and disasters from volcanic eruptions in Central America and the Caribbean and earthquakes in Mexico City and Colombia).



G6 GLOBAL ISSUES PAST AND PRESENT (H1.4.3, G1.2.6)

Throughout the school year the students are introduced to topics that address global issues that integrate time and place. Included are capstone projects that entail the investigation of historical and contemporary global issues that have significance for the student and are clearly linked to the world outside the classroom. The topics and issues are developed as capstone projects within units and at the end of the course. Regular experiences with those topics and issues are necessary during each grade in order to build the background students will require to complete in-depth capstone projects.

G6.1 Global Topic Investigation and Issue Analysis (P2)Capstone projects require the student to use geography, history, economics, and government to inquire about major contemporary and historical issues and events linked to the world outside the classroom. The core disciplines are used to interpret the past and plan for the future. During the school year the students will complete at least three capstone projects. (National Geography Standards 17 and 18, p. 179 and 181)

6 – G6.1.1 Contemporary Investigations – Conduct research on contemporary global topics and issues, compose persuasive essays, and develop a plan for action. (H1.4.3, G1.2.6, See P3 and P4)

Contemporary Investigation Topics

Global Climate Change – Investigate the impact of global climate change and describe the significance for human/environment relationships.

Globalization – Investigate the significance of globalization and describe its impact on international economic and political relationships.

Migration – Investigate issues arising from international movement of people and the economic, political, and cultural consequences.

Human-Environmental Interactions – Investigate how policies from the past and their implemantation have had positive or negative consequences for the environment in the future.

Natural Disasters – Investigate the significance of natural disasters and describe the effects on human and physical systems, and the economy, and the responsibilities of government.

6 – G6.1.2 Investigations Designed for Ancient World History Eras – Conduct research on global topics and issues, compose persuasive essays, and develop a plan for action. (H1.4.3, G1.2.6, See P3 and P4)

Note: Additional global investigation topics have been identified for connections to World History Eras 1, 2, and 3 studies. Students investigate contemporary topics and issues that they have studied in an ancient world history context. The investigations may be addressed at the conclusion of each Era or may be included at the conclusion of the course.

Contemporary Investigation Topics – Related to Content in World History and Contemporary Geography

WHG Era 1Population Growth and Resources – Investigate how population growth affects resource availability.Migration – Investigate the significance of migrations of peoples and the resulting benefits and challenges.

WHG Era 2Sustainable Agriculture – Investigate the significance of sustainable agriculture and its role in helping societies produce enough food for people.

WHG Era 3Development – Investigate economic effects on development in a region and its ecosystems and societies.




CIVICS AND GOVERNMENT

C1 PURPOSES OF GOVERNMENT

Analyze how people identify, organize, and accomplish the purposes of government.

C1.1 Nature of Civic Life, Politics, and GovernmentDescribe Civic Life, Politics, and Government and explain their relationships.

6 – C1.1.1 Analyze competing ideas about the purposes government should serve in a democracy and in a dictatorship (e.g., protecting individual rights, promoting the common good, providing economic security, molding the character of citizens, or promoting a particular religion).

C3 STRUCTURE AND FUNCTIONS OF GOVERNMENT

Describe the major activities of government, including making and enforcing laws, providing services and benefits to individuals and groups, assigning individual and collective responsibilities, generating revenue, and providing national security.

C3.6 Characteristics of Nation-StatesDescribe the characteristics of nation-states and how they may interact.

6 – C3.6.1 Define the characteristics of a nation-state (a specific territory, clearly defined boundaries, citizens, and jurisdiction over people who reside there, laws, and government), and how Western Hemisphere nations interact.

6 – C3.6.2 Compare and contrast a military dictatorship such as Cuba, a presidential system of representative democracy such as the United States, and a parliamentary system of representative democracy such as Canada.

C4 RELATIONSHIP OF UNITED STATES TO OTHER NATIONS AND WORLD AFFAIRS

Explain that nations interact with one another through trade, diplomacy, treaties and agreements, humanitarian aid, economic sanctions and incentives, and military force, and threat of force.

C4.3 Conflict and Cooperation Between and Among NationsExplain the various ways that nations interact both positively and negatively.

6 – C4.3.1 Explain the geopolitical relationships between countries (e.g., petroleum and arms purchases in Venezuela and Ecuador; foreign aid for health care in Nicaragua).

6 – C4.3.2 Explain the challenges to governments and the cooperation needed to address international issues in the Western Hemisphere (e.g., migration and human rights).

6 – C4.3.3 Give examples of how countries work together for mutual benefits through international organizations (e.g. North American Free Trade Agreement (NAFTA), Organization of American States (OAS), United Nations (UN)).



ECONOMICS

E1 THE MARKET ECONOMy

Describe the market economy in terms of the relevance of limited resources, how individuals and institutions make and evaluate decisions, the role of incentives, how buyers and sellers interact to create markets, how markets allocate resources, and the economic role of government in a market economy.

E1.1 Individual, Business, and Government ChoicesDescribe how individuals, businesses and government make economic decisions when confronting scarcity in the market economy .

6 – E1.1.1 Explain how incentives vary in different economic systems (e.g. acquiring money, profit, goods, wanting to avoid loss in position in society, job placement).

E2 THE NATIONAL ECONOMy

Use economic concepts, terminology, and data to identify and describe how a national economy functions and to study the role of government as a provider of goods and services within a national economy.

E2.3 Role of GovernmentDescribe how national governments make decisions that affect the national economy

6 – E2.3.1 Describe the impact of governmental policy (sanctions, tariffs, treaties) on that country and on other countries that use its resources.

E3 INTERNATIONAL ECONOMy

Analyze reasons for individuals and businesses to specialize and trade, why individuals and businesses trade across international borders, and the comparisons of the benefits and costs of specialization and the resulting trade for consumers, producers, and governments.

E3.1 Economic InterdependenceDescribe patterns and networks of economic interdependence, including trade.

6 – E3.1.1 Use charts and graphs to compare imports and exports of different countries in the Western Hemisphere and propose generalizations about patterns of economic interdependence.

6 – E3.1.2 Diagram or map the movement of a consumer product from where it is manufactured to where it is sold to demonstrate the flow of materials, labor, and capital (e.g., global supply chain for computers, athletic shoes, and clothing).

6 – E3.1.3 Explain how communications innovations have affected economic interactions and where and how people work (e.g., internet-based home offices, international work teams, international companies).

E3.3 Economic SystemsDescribe how societies organize to allocate resources to produce and distribute goods and services.

6 – E3.3.1 Explain and compare how economic systems (traditional, command, and market) answer four basic questions: What should be produced? How will it be produced? How will it be distributed? Who will receive the benefits of production? (e.g., compare United States and Cuba, or Venezuela and Jamaica.)




PUBLIC DISCOURSE, DECISION MAKING, AND CITIZEN INVOLVEMENT (P3, P4)

P3.1 Identifying and Analyzing Issues, Decision Making, Persuasive Communication About a Public Issue, and Citizen Involvement

6 – P3.1.1 Clearly state an issue as a question or public policy, trace the origins of an issue, analyze various perspectives, and generate and evaluate alternative resolutions. Deeply examine policy issues in group discussions and debates to make reasoned and informed decisions. Write persuasive/argumentative essays expressing and justifying decisions on public policy issues. Plan and conduct activities intended to advance views on matters of public policy, report the results, and evaluate effectiveness.• Identify public policy issues related to global topics and issues studied.• Clearly state the issue as a question of public policy orally or in written form.• Use inquiry methods to acquire content knowledge and appropriate data about the issue.

• Identify the causes and consequences and analyze the impact, both positive and negative.

• Share and discuss findings of research and issue analysis in group discussions and debates.• Compose a persuasive essay justifying the position with a reasoned argument.• Develop an action plan to address or inform others about the issue at the local to global

scales.

P4.2 Citizen InvolvementAct constructively to further the public good.

6 – P4.2.1 Demonstrate knowledge of how, when, and where individuals would plan and conduct activities intended to advance views in matters of public policy, report the results, and evaluate effectiveness.

6 – P4.2.2 Engage in activities intended to contribute to solving a national or international problem studied.6 – P4.2.3 Participate in projects to help or inform others (e.g., service learning projects).


A goal of No Child Left Behind is that schools will “assist every

student in crossing the digital divide by ensuring that every student is

technologically literate by the time the student finishes the eighth grade,

regardless of the student’s race, ethnicity, gender, family income,

geographic location, or disability.”

The Michigan Educational Technology Standards for Students (METS-S)

are aligned with the International Society for Technology in Education’s

(ISTE) National Educational Technology Standards for Students (NETS-S)

and the Framework for 21st Century Learning. The Michigan standards are

intended to provide educators with a specific set of learning expectations

that can be used to drive educational technology literacy assessments.

These standards are best delivered by authentic instruction and assess-

ment with direct curricular ties and it is intended that these Standards will

be integrated into all content areas. The preparation of our students to

the successful in the 21st Century is the responsibility of all educators.

Technology Literacy Technology literacy is the ability to responsibly use appropriate technology to communicate, solve problems, and

access, manage, integrate, evaluate, and create information to improve learning in all subject areas and to acquire

lifelong knowledge and skills in the 21st century.

2009 Michigan Educational Technology Standards for Students

Approved by the State Board of Education - October 2009

Grades 6-8

Universal Design for Learning (UDL) CAST (the Center for Applied Special Technology) offers three principles to guide UDL: provide multiple means of

representation; provide multiple means of expression; and provide multiple means of engagement. CAST asserts

that “These UDL Guidelines will assist curriculum developers (these may include teachers, publishers, and others) in

designing flexible curricula that reduce barriers to learning and provide robust learning supports to meet the needs of

all learners.” Educational technologies can be valuable resources for educators in addressing the UDL guidelines. For

additional information on UDL, visit the CAST website: www.cast.org.

State Board of Education

Kathleen N. Straus, President

John C. Austin, Vice President

Carolyn L. Curtin, Secretary

Marianne Yared McGuire, Treasurer

Nancy Danhof, NASBE Delegate

Elizabeth W. Bauer

Reginald M. Turner

Casandra E. Ulbrich

Jennifer M. Granholm Governor

Michael P. Flanagan, Superintendent

Page 1 of 2

Approved by the Michigan State Board of Education—October 2009 Page 2 of 3

6-8.CC.1. use digital resources (e.g., discussion groups, blogs, podcasts, videoconferences, Moodle, Blackboard) to

collaborate with peers, experts, and other audiences 6-8.CC.2. use collaborative digital tools to explore common curriculum content with learners from other cultures

6-8.CC.3. identify effective uses of technology to support communication with peers, family, or school personnel

6-8.CC. Communication and Collaboration—By the end of grade 8 each student will:

6-8.RI.1. use a variety of digital resources to locate information 6-8.RI.2. evaluate information from online information resources for accuracy and bias

6-8.RI.3. understand that using information from a single Internet source might result in the reporting of erroneous

facts and that multiple sources should always be researched

6-8.RI.4. identify types of web sites based on their domain names (e.g., edu, com, org, gov, net)

6-8.RI.5. employ data-collection technologies (e.g., probes, handheld devices, GPS units, geographic mapping systems) to gather, view, and analyze the results for a content-related problem

6-8.RI. Research and Information Literacy—By the end of grade 8 each student will:

6-8.CT.1. use databases or spreadsheets to make predictions, develop strategies, and evaluate decisions to assist with

solving a problem

6-8.CT.2. evaluate available digital resources and select the most appropriate application to accomplish a specific task

(e, g., word processor, table, outline, spreadsheet, presentation program)

6-8.CT.3. gather data, examine patterns, and apply information for decision making using available digital resources

6-8.CT.4. describe strategies for solving routine hardware and software problems

6-8.CT. Critical Thinking, Problem Solving, and Decision Making —By the end of grade 8 each student will:

6-8.DC.1. provide accurate citations when referencing information sources

6-8.DC.2. discuss issues related to acceptable and responsible use of technology (e.g., privacy, security, copyright,

plagiarism, viruses, file-sharing)

6-8.DC.3. discuss the consequences related to unethical use of information and communication technologies

6-8.DC.4. discuss possible societal impact of technology in the future and reflect on the importance of technology in

the past

6-8.DC.5. create media-rich presentations on the appropriate and ethical use of digital tools and resources

6-8.DC.6. discuss the long term ramifications (digital footprint) of participating in questionable online activities (e.g.,

posting photos of risqué poses or underage drinking, making threats to others)

6-8.DC.7. describe the potential risks and dangers associated with online communications

6-8.DC. Digital Citizenship—By the end of grade 8 each student will:

2009 Michigan Educational Technology Standards—Grades 6-8

6-8.CI.1. apply common software features (e.g., spellchecker, thesaurus, formulas, charts, graphics, sounds) to en-

hance communication with an audience and to support creativity

6-8.CI.2. create an original project (e.g., presentation, web page, newsletter, information brochure) using a variety of

media (e.g., animations, graphs, charts, audio, graphics, video) to present content information to an audience

6-8.CI.3. illustrate a content-related concept using a model, simulation, or concept-mapping software

6-8.CI. Creativity and Innovation—By the end of grade 8 each student will:

6-8.TC.1. identify file formats for a variety of applications (e.g., doc, xls, pdf, txt, jpg, mp3) 6-8.TC.2. use a variety of technology tools (e.g., dictionary, thesaurus, grammar-checker, calculator) to maximize the

accuracy of technology-produced materials

6-8.TC.3. perform queries on existing databases

6-8.TC.4. know how to create and use various functions available in a database (e.g., filtering, sorting, charts)

6-8.TC.5. identify a variety of information storage devices (e.g., CDs, DVDs, flash drives, SD cards) and provide ration-

ales for using a certain device for a specific purpose 6-8.TC.6. use accurate technology terminology

6-8.TC.7. use technology to identify and explore various occupations or careers, especially those related to science,

technology, engineering, and mathematics

6-8.TC.8. discuss possible uses of technology to support personal pursuits and lifelong learning

6-8.TC.9. understand and discuss how assistive technologies can benefit all individuals

6-8.TC.10. discuss security issues related to e-commerce

6-8.TC. Technology Operations and Concepts—By the end of grade 8 each student will:

Approved by the Michigan State Board of Education—October 2009 Page 3 of 3

2009 Michigan Educational Technology Standards—Grades 6-8

For additional information and resources relating to the 2009 METS-S, please visit: http://www.techplan.org/METS