environment science strands grade 6 science critical ... · grade 6 science critical content and...

© 1999 The School Board of Broward County, Florida8/8/99

Grade 6 ScienceCritical Content and Performance Indicators

Unit 1 - In the Beginning...

The purpose of this unit is for students to explore the origins of energy, matter, and life, by providingstudents with laboratory experiences and real-life applications. The nature of science is discussed andreinforced with students throughout the unit.

SC.B.2.3.1 - knows that most events in theuniverse (e.g., weather changes, movingcars, and the transfer of nervous impulse inthe human body) involve some form ofenergy transfer and that these changesalmost always increase the total disorder ofthe system and its surroundings, reducingthe amount of useful energy• understands that energy moves through

systems• understands that some energy transferred is

lost to the system• gives examples of energy lost (heat) to a

working system• knows the effect of sunlight on green plants

SC.C.2.3.3 - knows that if more than oneforce acts on an object, then the forces canreinforce or cancel each other, depending ontheir direction• recognizes the result of several forces acting

on an object• knows that the net force is dependent on the

direction and magnitude of forces acting on abody

SC.C.2.3.7 - knows that gravity is a universalforce that every mass exerts on every othermass• knows that gravity is a force that causes an

object to fall to the ground• compares body weight on Earth to body weight

if one were standing on the moon

• investigates the forces that affect theacceleration of an object as it falls toward Earth

• demonstrates how the force of gravity causesavalanches, water flow and rock slides

• relates the tides to the Moon’s gravitational pull

SC.E.1.3.1 - understands the vast size of ourSolar System and the relationship of theplanets and their satellites• knows the relative sizes of the planets, Sun,

Solar System, galaxy, and Universe• knows the relationship between tides on Earth

and the positions of the Moon, the Sun, andEarth

• explains why it takes so long for a signal from adistant space probe to reach Earth

SC.E.1.3.2 - knows that available data fromvarious satellite probes show the similaritiesand differences among planets and theirmoons in the Solar system• understands the positions of Earth, Moon, and

Sun during solar and lunar eclipses• compares and contrasts planets in our Solar

System

SC.E.1.3.3 - understands that our Sun is oneof many stars in our galaxy• observes a map of the stars seen in the night

sky and discusses the fact that our Sun is oneof many stars in our galaxy

• describes the Milky Way Galaxy and our Sun’sposition in that galaxy

Science Strands

ANature ofMatter

BEnergy

CForceandMotion

DProcessesShapeEarth

EEarth andSpace

FProcessesof Life

GLivingThings &Environment

HNature ofScience

8/8/99© 1999 The School Board of Broward County, Florida


Unit 2 - Structure and OrganizationThe purpose of this unit is to extend the student’s knowledge of energy, matter, and living things through thestudy of their characteristics and properties. Students will use laboratory activities and real-life applicationsto study the structure and organization. The nature of science is discussed and reinforced with studentsthroughout the unit.

SC.A.1.3.1 - identifies various ways in which substances differ(e.g., mass, volume, shape, density, texture, and reaction totemperature and light)• knows that substances differ in mass, volume, shape, density,

texture, and reaction to temperature and light.• compares and contrasts the physical properties of various

substances• uses laboratory equipment to determine the physical properties of

an object• calculates an object’s density

SC.A.1.3.5 - knows the difference between a physical change in asubstance (i.e., altering the shape, form, volume, or density) anda chemical change (i.e., producing new substance with differentcharacteristics)• compares and contrasts physical and chemical properties of various

substances• compares and contrasts physical and chemical changes• cites examples of a physical change• cites examples of a chemical change

SC.A.1.3.6 - that equal volumes of different substances may havedifferent masses• measures the volume of two objects having the same mass• uses water displacement to find the volume of common items• explains how two objects could have the same volume but different

densities

SC.A.2.3.2 - knows the general properties of the atom (a massivenucleus of neutral neutrons and positive protons surrounded bya cloud of negative electrons) and accepts that single atoms arenot visible.• uses common materials to construct a model of an atom• understands that particles may be either neutral or have a positive

or negative charge• understands the behavior of charged particles as evidenced by

simple static electricity experiments• explains how elements in the Periodic Table are organized• determines the charge of an ion from the number of protons and

electrons associated with it

SC.F.1.3.1 - understands that living things are composed ofmajor systems that function in reproduction, growth,maintenance, and regulation• compares and contrasts living and nonliving things• uses models to illustrate the major systems in living things• knows ways systems in an organism function and interact (for

example, the muscular system provides the ability to move and issupported by the skeletal system, when one is present)

• understands the differences between growth and maintenance

SC.F.1.3.2 - knows that the structural basis of most organisms isthe cell and most organisms are single cells, while some,including humans, are multicellular• compares and contrasts the structure and function of the various

kinds of cells within different organisms• knows that there is a great diversity among unicellular organisms• knows the basic processes that occur in cells

SC.F.1.3.3 - knows that in multicellular organisms cells grow anddivide to make more cells in order to form and repair variousorgans and tissues• understands cells reproduce to ensure the growth and repair of

tissue

SC.F.1.3.4 - knows that levels of structural organization forfunction in living things include cells, tissues, organs, systems,and organisms• identifies the organs, tissues, and cells of the systems of the human

body, (i.e. digestive system, respiratory system, circulatory system,and excretory system) and lists their function within an organism

• explains the levels of organization of living things

SC.F.1.3.5-explains how the life functions of organisms arerelated to what occurs within the cell• explains the functions of various cell structures as they relate to the

life functions• lists the similarities and differences between animal and plant cells• understands the processes of osmosis and diffusion

SC.F.1.3.6 - knows that the cells with similar functions havesimilar structures whereas those with different structures havedifferent functions• constructs a model of a plant and/or animal cell labeling the

structures within the cell and listing the function of structure• compares and contrasts cells from two different body tissues

challenge is to verify whether the differences are significant byfurther study.

SC.G.1.3.3 - understands that the classification of living things isbased on a given set of criteria and is a tool for understandingbiodiversity and interrelationships.• understands that living things are sorted and classified for

convenience and identification• understands that the structural characteristics among animals and

plants are more alike as organisms are closer to the same kind orspecies within a classification level

Science Strands

ANature ofMatter

BEnergy

CForceandMotion


EEarth andSpace

FProcessesof Life


HNature ofScience



Unit 3 - Dynamic Changes

In this unit students will investigate, and further develop, the concepts of energy, matter, and life in terms ofthe changes that occur within Earth’s systems. The nature of science is discussed and reinforced withstudents throughout the unit.

Science Strands

ANature ofMatter

BEnergy

CForceandMotion


EEarth andSpace

FProcessesof Life


HNature ofScience

SC.A.1.3.3 - knows that temperature measures the average energy ofmotion of the particles that make up the substance.• uses a thermometer to measure the temperature of substances• understands that increasing or decreasing the average motion of the

particles increases or decreases the temperature of a substance

SC.A.1.3.4 - knows that atoms in solids are close together and do notmove around easily; in liquids, atoms tend to move farther apart; ingas, atoms are quite far apart and move around freely.• understands the properties of solids, liquids, and gases• understands how changes in temperature affect the behavior of atoms• understands how changes in temperature affect the phase of a

substance

SC.A.1.3.5 - knows the difference between a physical change in asubstance (i.e., altering the shape, form, volume, or density) and achemical change (i.e., producing new substance with differentcharacteristics)• compares and contrasts physical and chemical properties of various

substances• compares and contrasts physical and chemical changes• cites examples of a physical change• cites examples of a chemical change

SC.A.2.3.1 - describes and compares the properties of particles andwaves.• knows the properties of waves (frequency, amplitude, wavelength)• compares and contrasts the properties of particles and waves

SC.C.1.3.1 - knows that the motion of an object can be described byits position, direction of motion and speed• knows that a change in motion and position can be measured• knows ways to measure time intervals• knows ways to estimate speed

SC.C.1.3.2 - knows that vibrations in materials set up wavedisturbances that spread away from the source (e.g. sound andearthquake waves)• uses common items (a pebble dropped in water) to demonstrate that

vibrations in materials set up visible disturbances that spread away froma force in all directions

• explains how a tsunami is formed, travels, and impacts a land region

SC.C.2.3.4-knows that simple machines can be used to change thedirection or size of a force• lists examples of simple machines• knows uses of simple machines• knows advantages and disadvantages of simple machines

SC.C.2.3.5 - understands that an object in motion will continue at aconstant speed and in a straight line until acted upon by a force andthat an object at rest will remain at rest until acted on by a force• knows that an object at rest will stay at rest unless acted upon by an

outside force• knows objects in motion will remain in motion unless acted upon by an

outside force• explains why objects begin or stop moving

SC.D.1.3.1 - knows that mechanical and chemical activities shape andreshape Earth’s land surface by eroding rock and soil in some areasand depositing them in other areas, sometimes in seasonal layers• understands that the surface of Earth is constantly changing due to

mechanical and chemical processes• knows that different events on the earth change features on Earth (for

example, hurricanes, earthquakes, volcanoes)• understands agents of erosion and their effect on Earth’s surface• records seasonal changes in a specific area of the landscape over time

SC.D.1.3.2 - knows that all over the whole Earth, organisms aregrowing, dying, and decaying as new organisms are produced by theold ones.• knows that fossils are the remains of previously existing organisms• knows that sedimentary rock may contain fossils of plants, animals, and

microbes

SC.D.1.3.3 - knows how conditions that exist in one system influencethe conditions that exist in other systems• understands that weather changes, crustal plate movements, and

changing organisms overtime impact all of Earth’s systems• knows ways the systems of Earth change over time and predicts the

causes of the change

SC.D.1.3.4 - knows the ways in which plants and animals reshape thelandscape (e.g., bacteria, fungi, worms, rodents, and other organismsadd organic matter to the soil, increasing soil fertility, encouragingplant growth, and strengthening resistance to erosion)• understands that plants and animals add organic matter to the soil

increasing resistance to erosion• knows the importance of decomposers• understands how living things prevent or cause erosion

SC.D.1.3.5 - understands concepts of time and size relating to theinteraction of Earth’s processes (e.g., lightning striking in a splitsecond as opposed to the shifting of the Earth’s plates altering thelandscape, distance between atoms measured in Angstrom units asopposed to distance between stars measured in light-years)• understands processes that act on Earth’s surface today are the same as

those of the past• understands that interaction of Earth’s processes occur over a wide

range of time and magnitude


SC.A.2.3.3 - knows that radiation, light, and heat areforms of energy used to cook food, treat diseases,and provide energy• demonstrates how the Sun’s energy affects the

temperature of a substance• lists ways that radiant energy, (microwaves, radio

waves, light etc.) are used on Earth

SC.D.2.3.1 - understands that quality of life is relevantto personal experience• knows that a change in the environment affects the

quality of life in different ways for different organisms

SC.D.2.3.2 - knows the positive and negativeconsequences of human action on Earth’s systems• describes the possible benefits and harmful effects of

human actions on Earth’s systems (for example,farming, transportation, mining, manufacturing)

SC.F.1.3.7 - knows that behavior is a response to theenvironment and influences growth, development,maintenance, and reproduction• cites examples of behaviors that are an organism’s

response to its environment

SC.F.2.3.3 - knows that generally organisms in apopulation live long enough to reproduce becausethey have survival characteristics• understands that the “fittest” survive to reproduce• knows adaptations that aid in species survival (for

example, protective coloration, hibernation, etc.)

S.G.1.3.4 - knows that the interactions of organismswith each other and with the non-living parts of theirenvironments result in the flow of energy and thecycling of matter throughout the system• knows the nonliving (abiotic) and living (biotic) aspects

of an ecosystem• identifies and compares the biotic and abiotic parts of

an environment

• understands how the components of an ecosysteminteract

• constructs a food web of living organisms found in agiven environment.

• explains the interrelationships between consumers,producers and decomposers

SC.G.2.3.1 - knows that some resources arerenewable and others are nonrenewable• identifies resources as either renewable or

nonrenewable• gives examples of uses for renewable resources

SC.G.2.3.2 - knows that all biotic and abiotic factorsare interrelated and that if one factor is changed orremoved, it impacts the availability of otherresources within the system• distinguishes between biotic and abiotic factors in the

environment• gives examples of how a change in a biotic or abiotic

factor in a system affects conditions within the system• investigates how living things compete for resources

SC.G.2.3.3 - knows that a brief change in the limitedresources of an ecosystem may alter the size of apopulation or the average size of individualorganisms and that long term change may result inthe limitation of animal and plant populationsinhabiting the Earth• lists the basic needs of all living things• understands that changes in the environment may

influence the size, number, or diversity of organisms inan area

SC.G.2.3.4 - understands that humans are part of anecosystem and their activities may deliberately orinadvertently alter the equilibrium in ecosystems• understands that humans are a part of an ecosystem• understands that human activities may deliberately or

inadvertently alter the equilibrium in an ecosystem


Unit 4 - InteractionsIn this unit students will investigate the interactions that take place between the living and nonliving systemsof Earth. Students will discuss and explore the impact human’s have on Earth’s environment and itsinhabitants. The nature of science is discussed and reinforced with students throughout the unit.

Science Strands

ANature ofMatter

BEnergy

CForceandMotion


EEarth andSpace

FProcessesof Life


HNature ofScience



Strand H: Nature of ScienceSC.H.1.4.1 - knows that investigations are conducted to explore newphenomena, to check on previous results, to test how well a theorypredicts, and to compare different theories.• Understands and applies the scientific method• Knows that the metric system is an international system of measurement used

in scientific study• Uses the metric system while conducting scientific investigations• Knows that measurements taken while conducting scientific investigations

must be accurate, precise and significant• Understands the need for significant digits in measurement• Understands the need for proper laboratory safety• Practices proper safety procedures while conducting scientific investigations

SC.H.1.4.2 - knows that from time to time, major shifts occur in the scientificview of how the world works, but that more often, the changes that takeplace in the body of scientific knowledge are small modifications of priorknowledge.• Knows that there are many models which explain the structure and origin of the

Universe• Knows that there are many models which explain the structure and behavior of

the atom

SC.H.1.4.3 - understands that no matter how well one theory fitsobservations, a new theory might fit them as well or better, or might fit awider range of observations, because in science, the testing, revising, andoccasional discarding of theories, new and old, never ends and leads to anincreasingly better understanding of how things work in the world, but notto absolute truth.

• Knows that scientific theories develop from rigorous testing andexperimentation

• Applies the scientific method to problem solving

SC.H.1.4.4 -knows that scientists in any one research group tend to seethings alike and that therefore scientific teams are expected to seek out thepossible sources of bias in the design of their investigations and in theirdata analysis.

• Knows that scientific investigation may be biased by external influences• Knows that proper laboratory investigation is designed to eliminate bias• Understands that similar investigations may yield different results, and that

researchers are challenged to determine possible explanations for thedifferences

SC.H.1.4.5 -understands that new ideas in science are limited by the contextin which they are conceived, are often rejected by the scientificestablishment, sometimes spring from unexpected findings, and usuallygrow slowly from many contributors.• Knows that scientific discovery may arise through serendipity; springing from

unexpected findings• Knows that new ideas in science are often initially rejected by the scientific

community• Knows that new ideas in science may grow slowly from many contributors.

SC.H.1.4.6 -understands that in the short run, new ideas that do not meshwell with mainstream ideas in science often encounter vigorous criticismand that in the long run, theories are judged by how they fit with othertheories, the range of observations they explain, how well they explainobservations, and how effective they are in predicting new findings.• Relates current scientific theories to their historical background• Compares and contrast current scientific models

Science Strands

ANature ofMatter

BEnergy

CForceandMotion


EEarth andSpace

FProcessesof Life


HNature ofScience

SC.H.1.4.7 -understands the importance of a sense of responsibility, acommitment to peer review, truthful reporting of the methods and outcomesof investigations, and making the public aware of the findings.

• Understands the need for truthful data analysis in laboratory investigations• Understands the importance of information for public awareness

SC.H.2.4.1 - knows that scientists assume that the Universe is a vastsystem in which basic rules exist that may range from very simple toextremely complex but that scientists operate on the belief that the rulescan be discovered by careful, systemic study.• Uses laboratory investigations to analyze and apply basic scientific principles• Determines sources of uncertainty or error in laboratory investigations

SC.H.2.4.2 - knows that scientists control conditions in order to obtainevidence, but when that is not possible for practical or ethical reasons, theytry to observe a wide range of natural occurrences to discern patterns.• Compares and contrast control and experimental groups• Knows that scientists try to observe a wide range of natural occurrences to

discern patterns.

SC.H.3.4.1 - knows that performance testing is often conducted using small-scale models, computer simulations, or analogous systems to reduce thechance of system failure.• Uses technology to explore world problems• Uses technology in laboratory investigations• Understands that computer simulations and other technologies can be used to

test products/processes when safety or great expense is an issue

SC.H.3.4.2 - knows that technological problems often create a demand fornew scientific knowledge and that new technologies make it possible forscientists to extend their research in a way that advances science.• Knows that new scientific knowledge may arise through solving technological

problems• Knows that technology is an application of scientific knowledge• Uses technology to solve real world problems

SC.H.3.4.3 - knows that scientists can bring information, insights, andanalytical skills to matters of public concern and help people understandthe possible causes and effects of events.• Relates current social issues to scientific study• Knows that science attempts to solve real world problems

SC.H.3.4.4 - knows that funds for science research come from federalgovernment agencies, industry, and private foundations and that thisfunding often influences the areas of discovery.• Knows that funding for scientific research may come from many agencies,

industries, or private foundations• Knows that the source of scientific funding may bias research

SC.H.3.4.5 - knows that the value of technology may differ for differentpeople and at different times.• Understands that the value of a technological tool is related to its ability to

investigate a particular problem• Knows that current technologies may become obsolete or irrelevant

SC.H.3.4.6 - knows that scientific knowledge is used by those who engagein design and technology to solve practical problems, taking human valuesand limitations into account.• Knows that researchers must be sensitive to cultural values• Knows that human limitations must be taken into account while designing new

technologies


Strategies• Uses laboratory activities,equipment and technology tomeasure, explore and demonstrate

the nature of science• Explores real-world applications of

the nature of science• Utilizes reading and writing in the content area

to reinforce concepts.• Develops and constructs models that relate the

nature of science to biological, chemical andphysical concepts

• Utilizes a variety of materials, methods andtechnology to reinforce and review concepts(i.e., text, Internet, multimedia, models, charts,samples, calculators, and journals).

Essential Teacher Knowledge

The purpose of this strand is to develop and apply thenature of science to concepts basic across the spectrum ofphysical, chemical and biological systems. Laboratoryinvestigations of selected topics in the content, whichinclude the use of scientific methods, measurement,laboratory apparatus, and safety procedures, are anintegral part of this strand.

Strand H: Nature of Science


Standard 1: Uses the scientific processes and habits of mind to solve problems.Standard 2: Understands that most natural events occur in comprehensible, consistent patterns.Standard 3: Understands that science, technology and society are interwoven and interdependent.

Content• Knows that measurements in science

are reported with accuracy, precisionand significance

• Knows that laboratory safety is animportant aspect of laboratoryinvestigation

• Knows the steps for solving problems using thescientific method

• Relates current scientific models to theirhistorical development

• Knows that scientific knowledge is modified asnew discoveries are made

• Incorporates laboratory activities emphasizingthe steps of the scientific method

• Knows that technology may be used to assist incollecting, sorting and analyzing data in scientificinvestigations


Grade 6 ScienceEssential Teacher Knowledge

ContentUnit 1

• knows the principles contained in Strand H, TheNature of Science

• understands the Law of Conservation of Energy• knows the components of the electromagnetic

spectrum• understands how the Sun produces the energy that

is necessary for life on Earth and how this energymoves through Earth’s systems

• knows the various theories of how the Universebegan

• understands how forces act on objects in space andon Earth

• understands the positions of the Earth, Sun, andMoon within our solar system, the Milky Way galaxyand in relationship to each other

• understands how changes in temperature affectmatter

• understands the relationship between temperature,pressure, and volume

Unit 2


• knows characteristics of living and nonliving things• understands the relationships among levels of

structural organization in living things (cells, tissues,organs, systems, and organisms)

• knows the basic cell structure of plant and animalcells and the processes that occur within them

• understands the classification system used toorganize living things

• knows that matter is identified by physical andchemical properties

• knows the basic structure and properties of atoms• understands the organization of the Periodic Table

Unit 3

• knows characteristics and examples of physical andchemical changes

• knows how to describe and measure motion• understands how various forces affect objects• knows wave properties and that wave energy moves

away from a source• knows examples, uses, advantages and

disadvantages of simple machines• knows the structure and function of the skeletal and

muscular systems in human and how they relate tosimple machines

• understands the processes that reshape Earth• understands the theory of plate tectonics and the

composition of Earth• knows how biotic and abiotic processes can reshape

Earth• understands how the fossil record is used to provide

evidence of change over time

Unit 4

• knows how changes in the environment affect thequality of life

• understands the impact humans have on Earth’ssystems

• knows that behavior is a response to theenvironment and influences the life functions of thecell or organism

• understands adaptation and natural selection• understands the interaction between the biotic and

abiotic components of an ecosystem• understands the role of living things in biomes,

ecosystems, and niches• understands how energy is cycled through food

chains and food webs• knows the importance of conserving nonrenewable

resources• understands that the survival of organisms in an

ecosystem is affected by certain limiting factors thatcan be disrupted and affect the whole ecosystem


StrategiesUnit 1

• uses laboratory activities, equipment, and technologyto measure, explore, and demonstrate sources ofenergy, energy transfer, forces acting on matter, andproperties of matter

• explores real-world applications of the Law ofConservation of Energy, forces acting on matter, andproperties of matter

• utilizes reading and writing in the content area toreinforce concepts

• develops and constructs models that relate to theSolar System

• utilizes a variety of materials, methods, andtechnology to reinforce and review concepts (i.e.,text, Internet, multimedia, models, charts, samples,calculators, and journals)

Unit 2

• uses laboratory activities, equipment, and technologyto measure, explore, and demonstrate the structureof plant and animal cells and the physical andchemical properties of matter

• explores real-world applications of the properties ofmatter and atomic structure


• develops and constructs models that relate to thestructural organization of living things and thePeriodic Table



Unit 3

• uses laboratory activities, equipment, andtechnology to measure, explore, and demonstratephysical and chemical changes, motion, and simplemachines

• explores real-world applications of the processesthat reshape Earth


• develops and constructs models that relate to theprocesses that change Earth over time


Unit 4

• uses laboratory activities, equipment, andtechnology to measure, explore, and demonstratethe interactions between the biotic and abioticcomponenets of ecosystems

• explores real-world applications of the human impacton Earth’s systems


• develops and constructs models that relate thecycling of energy through ecosystems and theconsequences of human interaction




Unit 1 - FoundationsThe purpose of this unit is to extend the student’s knowledge of energy, matter, and living things. Studentswill use laboratory experiences and real-life applications to study the characteristics of waves, elements,mixtures, compounds and the life cycles of various plants and animals. The nature of science is discussedand reinforced with students throughout the unit.

SC.A.1.3.1 - identifies various ways in which substancesdiffer (e.g., mass, volume, shape, density, texture, andreaction to temperature and light)• uses a variety of measurements to describe the physical

properties of matter (for example, volume and mass)• compares and contrasts the properties of various

substances(i.e. mixtures, compounds, solutions)

SC.A.1.3.2 - understands the difference between weightand mass• understands that weight is the result of gravitational pull on

an object• explains why a person’s weight but not their mass changes

as the person leaves Earth’s gravity

SC.A.1.3.3 - knows that temperature measures theaverage energy of motion of the particles that make upthe substance.• knows that the average kinetic energy of particles of matter

changes with changes in temperature• knows the difference between heat and temperature

SC.A.1.3.6 - knows that equal volumes of differentsubstances may have different masses• determines the volumes of different substances that have

equal masses• understands how the density of a substance may be used

to identify the substance

SC.A.2.3.1 - describes and compares the properties ofparticles and waves• knows the relationship between frequency and wavelength

(the greater the frequency of the wave, the smaller thewavelength of the wave)

SC.A.2.3.2 - knows the general properties of the atom (amassive nucleus of neutral neutrons and positiveprotons surrounded by a cloud of negative electrons)and accepts that single atoms are not visible• knows that charged particles and objects will attract or

repel each other

• understands that protons and neutrons are located in thenucleus of the atom while electrons exist in areas ofprobability outside of the nucleus

• understands that the mass of an atom is concentrated inthe nucleus where the protons and neutrons are located

• determines the mass number and atomic number of anatom from the number of protons and neutrons

• understands that most of the atom is empty space

SC.B.1.3.2 - knows that energy cannot be created ordestroyed, but only changed from one form to another• knows the Law of Conservation of Energy• knows the difference between potential and kinetic energy• gives examples of ways to change energy from potential to

kinetic

SC.B.1.3.3 - knows the various forms in which energycomes to Earth from the Sun (e.g., visible light, infrared,and microwave)• knows the characteristics of the waves in the

electromagnetic spectrum• knows effects of the waves in the electromagnetic

spectrum such as ultraviolet, visible, and infrared waves• identifies the uses of electromagnetic waves (for example,

ultraviolet, visible, and infrared waves)

SC.F.1.3.2 - knows that the structural basis of mostorganisms is the cell and most organisms are singlecells, while some, including humans, are multicellular• understands the concept of multicellular organisms• understands that there are many similarities among the

great diversity of living things

SC.F.2.3.1 - knows the patterns and advantages of sexualand asexual reproduction in plants and animals• distinguishes between sexual and asexual reproduction• knows common types of asexual reproduction• identifies examples of organisms that reproduce asexually

and sexually• knows the life cycles of a variety of organisms, including

non-flowering and flowering plants, insects, amphibians,reptiles, birds, and mammals

Science Strands

ANature ofMatter

BEnergy

CForceandMotion


EEarth andSpace

FProcessesof Life


HNature ofScience



Unit 2 - MechanicsIn this unit the student will explore the concepts of forces and space. Laboratory activities and real-lifeapplications will be used to investigate motion, electricity, magnetism, simple machines, and therelationships that exist between the planets, moons, and stars in our solar system. The nature of science isdiscussed and reinforced with students throughout the unit.

SC.B.1.3.4 - knows that energy conversions are never 100%efficient (i.e., some energy is transformed to heat and isunavailable for further useful work)• knows that useful energy is lost as heat energy in every energy

conversion• explains how friction affects the fuel efficiency of a machine

SC.B.2.3.1 - knows that most events in the universe (e.g.,weather changes, moving cars, and the transfer of nervousimpulse in the human body) involve some form of energytransfer and that these changes almost always increase the totaldisorder of the system and its surroundings, reducing theamount of useful energy• knows that as the amount of useful energy of a system decreases,

the total disorder in the system increases• understands how food energy is used by the body and identifies

where energy is transformed from one form to another

SC.C.1.3.1 - knows that the motion of an object can be describedby its position, direction of motion and speed• describes the position, direction of motion and speed of a moving

object• measures the average speed of an object moving in a straight or a

curved path using appropriate measuring devices

SC.C.2.3.1 - knows that many forces (e.g. gravitational, electrical,and magnetic) act at a distance (i.e. without contact)• knows the properties of forces• understands that gravity is a force that depends on the mass of the

objects and the distance between them• knows that like poles of the magnet will repel and opposite poles

will attract• uses iron filings to show how two magnets affect each other• uses static electricity to demonstrate that static charge acts over a

distance• understands why electric current will flow through a circuit• knows that a simple electromagnet uses both electrical and

magnetic forces• knows the difference between a parallel and series circuit

SC.C.2.3.3 - knows that if more than one force acts on an object,then the forces can reinforce or cancel each other, depending ontheir direction• identifies which forces lift an airplane up and which forces pull an

airplane down• knows that objects in a vacuum accelerate at a constant rate• identifies the balanced and unbalanced forces that act on a space

vehicle• understands that as objects fall to Earth, speed increases until they

reach terminal velocity

SC.C.2.3.4 - knows that simple machines can be used to changethe direction or size of a force• illustrates how simple machines can change the direction of a force,

the amount of force applied, or the distance through with theresistance is moved

• understands the uses and combinations of simple machines incomplex machines

SC.C.2.3.7 - knows that gravity is a universal force that everymass exerts on every other mass• identifies the unbalanced forces that cause an object to fall to earth• identifies how forces can be manipulated to increase or decrease

the speed of a falling object• knows that gravity is a force that holds the Solar System together

SC.E.1.3.1 - understands the vast size of our Solar System andthe relationship of the planets and their satellites• uses models to show size relationships among the planets• understands the distances of the planets and the asteroid belt from

the Sun are vast• understands the relationship between the phases of the Moon and

the positions of the Moon, Earth, and Sun as the Moon revolvesaround the Earth

• understands the revolution and rotation of the Moon relative to theEarth, and knows that the same side of the Moon always faces theEarth

• understands that the tilt of the Earth on its axis as it rotates causesseasonal changes

SC.E.1.3.2 - knows that available data from various satelliteprobes show the similarities and differences among planets andtheir moons in the Solar system• knows characteristics of the inner planets and outer planets• knows basic features of the Moon and the moons of other planets

SC.E.1.3.3 - understands that our Sun is one of many stars in ourgalaxy• knows some of the constellations of stars in the sky• makes a map of the stars seen in the night sky and compares the

seasonal changes in the patterns• knows why stars appear to move across the sky

SC.E.1.3.4 - knows that stars appear to be made of similarchemical elements, although they differ in age, size, temperature,and distance• knows the life cycle of a star• knows the process used to determine the age of a star

Science Strands

ANature ofMatter

BEnergy

CForceandMotion


EEarth andSpace

FProcessesof Life


HNature ofScience



Unit 3 - Patterns of EvolutionIn this unit students will investigate, and further develop, the concepts of energy, matter, and life in terms ofthe changes that occur within Earth’s systems. The nature of science is discussed and reinforced withstudents throughout the unit.

SC.A.1.3.4 - knows that atoms in solids are close together and donot move around easily; in liquids, atoms tend to move fartherapart; in gas, atoms are quite far apart and move around freely• understands how changes in temperature affect a substance• knows the direction of energy flow when a change in the phase of

matter occurs• understands how temperature affects the rate of a reaction

SC.A.1.3.5 - knows the difference between a physical change in asubstance (i.e., altering the shape, form, volume, or density) anda chemical change (i.e., producing new substance with differentcharacteristics)• compares and contrasts physical and chemical changes• identifies a physical change that occurs in nature• identifies a chemical change that occurs in nature

SC.A.2.3.3 - knows that radiation, light, and heat are forms ofenergy used to cook food, treat diseases, and provide energy• knows uses of radiation, light, and thermal energy that improve the

quality of life for human beings (for example, cooking food, treatingdisease)

SC.B.1.3.1 - identifies forms of energy and explains that they canbe measured and compared• knows examples of uses of energy in the home• compares the amount of energy used by appliances found in the

home

SC.B.1.3.2 - knows that energy cannot be created or destroyed,but only changed from one form to another• knows the Law of Conservation of Energy• knows the difference between potential and kinetic energy• gives examples of ways to change energy from potential to kinetic

SC.B.2.3.1 - knows that most events in the universe (e.g.,weather changes, moving cars, and the transfer of nervousimpulse in the human body) involve some form of energytransfer and that these changes almost always increase the totaldisorder of the system and its surroundings, reducing theamount of useful energy• knows that as the amount of useful energy of a system decreases,

the total disorder in the system increases• understands how food energy is used by the body and identifies

where energy is transformed from one form to another

SC.B.2.3.2 - knows that most of the energy used today is derivedfrom burning stored energy collected by organisms millions ofyears ago (i.e., nonrenewable fossil fuels)• knows where most of the energy used today comes from

• understands the differences between a renewable and anonrenewable resource

• knows the advantages and disadvantages of the use of fossil fuels

SC.D.1.3.1 - knows that mechanical and chemical activities shapeand reshape Earth’s land surface by eroding rock and soil insome areas and depositing them in other areas, sometimes inlayers• knows the relationship between run-off and the development of a

river system• understands the action of ground water to form aquifers, caverns,

and sinkholes• knows the ways in which the Earth’s surface is eroded and

reshaped (for example, weathering, erosion, deposition)

SC.D.1.3.3 - knows how conditions that exist in one systeminfluence the conditions that exist in other systems• understands that weather changes, crustal plate movements, and

changing organisms over time impact all of Earth’s systems• knows ways the systems of Earth change over time and predicts

the causes of the change

SC.D.1.3.5 - understands concepts of time and size relating tothe interaction of Earth’s processes (e.g., lightning striking in asplit second as opposed to the shifting of the Earth’s platesaltering the landscape, distance between atoms measured inAngstrom units as opposed to distance between stars measuredin light-years)• uses a geologic timeline to illustrate the occurrence of processes

that have shaped the Earth

SC.G.1.3.4 - knows that the interactions of organisms with eachother and with the nonliving parts of their environments result inthe flow of energy and cycling of matter throughout the system• understands how the carbon dioxide-oxygen cycle, water cycle, and

nitrogen cycle are important for the survival of organisms• observes and charts the energy flow and cycling of matter within a

given local habitat• describes current environmental issues in Florida

SC.G.1.3.5 - knows that life is maintained by a continuous inputof energy from the Sun and by the recycling of the atoms thatmake up the molecules of living things• understands the ways matter is continuously recycled in nature (for

example, water cycle, carbon cycle)• knows that life on Earth is dependent upon a continuous supply of

energy from the sun• understands that individual food chains occur within a food web• traces the path of energy and cycling of matter through a food web

Science Strands

ANature ofMatter

BEnergy

CForceandMotion


EEarth andSpace

FProcessesof Life


HNature ofScience



Unit 4 - Biotic InteractionsIn this unit students will explore the interactions that take place between the living and nonliving systems ofEarth. Students will investigate the impact human’s have on Earth’s environment and its inhabitants. Thenature of science is discussed and reinforced with students throughout each unit.

SC.D.1.3.2 - knows that all over the whole Earth, organismsare growing, dying, and decaying as new organisms areproduced by the old ones• understands that fossils are used to predict and explain the

similarities and differences of organisms that lived in the pastand compares them with those living today

SC.D.1.3.4 - knows the ways in which plants and animalsreshape the landscape (e.g., bacteria, fungi, worms, rodents,and other organisms add organic matter to the soil,increasing soil fertility, encouraging plant growth, andstrengthening resistance to erosion)• understands that plants and animals add organic matter to the

soil increasing resistance to erosion• knows the importance of the decomposers• understands how living things prevent or cause erosion

SC.D.2.3.1 - understands that quality of life is relevant topersonal experience.• describes how human activities (i.e., development, usage, and

pollution) affect the quality of life in different ways for differentorganisms

• knows ways to conserve and recycle resources (for example,develops and uses a personal action plan to use recyclablematerials whenever possible)

• knows roles of various public and private environmentalagencies (for example, Florida Water Management Districts,Environmental Protection Agency)

SC.F.1.3.7 - knows that behavior is a response to theenvironment and influences growth, development,maintenance, and reproduction• cites examples of behaviors that are an organism’s response to

its environment

SC.G.1.3.1 - knows that viruses depend on other livingthings• knows the unique characteristics of viruses that cause them to

be considered living at some times and nonliving at others.• identifies and describes how a virus interacts with a host• knows ways that viruses depend on other living things• knows that viruses may cause diseases in other living things• describes how viral diseases are spread, prevented, and

treated• knows that balance within an organism is maintained by proper

health and nutrition

SC.G.1.3.2 - knows that biological adaptations includechanges in structures, behaviors, or physiology thatenhance reproductive success in a particular environment• cites examples and explains why some adaptations over time

have proven to be beneficial to a species• compares and contrasts structural, behavioral and

physiological adaptations of organisms in the sameenvironment

SC.G.1.3.3 - understands that the classification of livingthings is based on a given set of criteria and is a tool forunderstanding biodiversity and interrelationships• designs and uses a dichotomous key to identify organisms

based on structural characteristics• categorizes populations by their function within an ecosystem.• knows that biodiversity within an ecosystem indicates a healthy

environment

SC.G.2.3.1-knows that some resources are renewable andothers are nonrenewable• identifies renewable and nonrenewable resources• explains why recycling within a community is important

SC.G.2.3.2 - knows that all biotic and abiotic factors areinterrelated and that if one factor is changed or removed, itimpacts the availability of other resources within a system• identifies the biotic and abiotic components in a small local

area (for example a field or pond)• understands the ways in which the biotic and abiotic

components interact within a system

SC.G.2.3.3 - knows that a brief change in the limitedresources of an ecosystem may alter the size of a populationor the average size of individual organisms and that longterm change may result in the limitation of animal and plantpopulations inhabiting the Earth• lists the basic needs of all living things• understands that changes in the environment may influence

the size, number, or diversity of organisms in an area

SC.G.2.3.4 - understands that humans are part of anecosystem and their activities may deliberately orinadvertently alter the equilibrium in ecosystems• knows ways that human activities may deliberately or

inadvertently alter the equilibrium in an ecosystem• debates and defends the need for preservation of natural

resources

Science Strands

ANature ofMatter

BEnergy

CForceandMotion


EEarth andSpace

FProcessesof Life


HNature ofScience








the atom











Science Strands

ANature ofMatter

BEnergy

CForceandMotion


EEarth andSpace

FProcessesof Life


HNature ofScience





discern patterns.











technologies



ContentUnit 1


• understands the components and properties of theelectromagnetic spectrum

• understands the Law of Conservation of Energy• knows that matter is identified by physical and

chemical properties• knows the differences between elements, mixtures,

and compounds and examples of each• knows the basic structure of the atom and

understands how to determine the mass number andatomic number

• knows the structure of unicellular and multicellularorganisms

• knows the differences between, and examples ofasexual and sexual reproduction

• knows the life cycles of various plants and animals

Unit 2


• knows how to determine the position, direction andaverage speed of a moving object

• knows that objects in the Universe are affected byfour fundamental forces: gravitational, electrical,magnetic, and the nuclear forces (strong and weak)

• knows how simple machines change forces and howfriction effects them

• understands the relationships between the Earth,Moon, and Sun

• knows basic characteristics of the planets and theirmoons

• knows about stars and constellations

Unit 3


• knows characteristics of physical and chemicalchanges

• understands how the digestive system changes foodchemically

• understands the theory of plate tectonics and knowshow to use a geologic timeline to illustrate changeson Earth

• understands how Earth’s landscape is reshaped byphysical and chemical activities as well as by theactions of plants and animals

• understands how potential energy is converted tokinetic energy

• knows the differences between renewable andnonrenewable resources

• understands that living things are maintained by thecontinuous input of the Sun’s energy and therecycling of the atoms that make them up

• knows how energy use improves the quality of life

Unit 4


• knows how living things are classified• knows the characteristics of viruses and bacteria

and diseases associated with them• knows the structure and function of the human

immune system• knows adaptations that are beneficial to a species• understands how fossils provide evidence of the

changes in living things over time• understands the relationships between the biotic and

abiotic components of Earth’s systems• understands biodiversity• knows that human activities affect the equilibrium

and quality of life within ecosystems• knows the importance of recycling of Earth’s

resources• knows the roles of environmental agencies in

protecting the environment• understands environmental issues impacting Florida


StrategiesUnit 1

• uses laboratory activities, equipment, and technologyto measure, explore, and demonstrate the propertiesof waves and matter, and life cycles of various plantsand animals

• explores real-world applications of the waves of theelectromagnetic spectrum and the Law ofConservation of Energy


• develops and constructs models that relate to thestructure of atoms, and life cycles of living things


Unit 2

• uses laboratory activities, equipment, and technologyto measure, explore, and demonstrate balanced andunbalanced forces, electrical forces, magnetic forces,and simple machines

• explores real-world applications of forces• utilizes reading and writing in the content area to

reinforce concepts• develops and constructs models that relate to stars,

the Solar System, and the relationships between theEarth, Moon, and the Sun



Unit 3

• uses laboratory activities, equipment, andtechnology to measure, explore, and demonstratephysical and chemical changes, potential and kineticenergy, and the flow of energy and cycling of atomsand molecules in nature

• explores real-world applications of changes thatreshape Earth and uses of energy that improve thequality of life

• utilizes reading and writing in the content area toreinforce concepts.

• develops and constructs models that relate to theflow of energy and cycling of atoms and molecules innature


Unit 4

• uses laboratory activities, equipment, andtechnology to measure, explore, and demonstratethe interactions of living things and the environmentand environmental issues in Florida.

• explores real-world applications of conservation andrecycling.

• utilizes reading and writing in the content area toreinforce concepts.

• develops and constructs models that relate to theclassification of living things, the biodiversity withinecosystems, and the interactions of humans with theenvironment




Unit 1 - Energy SystemsThe purpose of this unit is to extend the student’s knowledge of the characteristics and properties of energy,waves, and matter. Students will use laboratory activities and real-life applications to study the transfer ofenergy. energy from waves, and the Kinetic Molecular Theory. The nature of science is discussed andreinforced with students throughout the unit.

SC.A.2.3.1 - describes and compares the properties ofparticles and waves• understands the relationship between the energy of a wave

and its frequency (the greater the frequency of the wave, thegreater the energy of the wave).

• understands the relationship of energy and wavelength to theelectromagnetic spectrum

• knows that light travels in discrete bundles of energy calledphotons

SC.B.1.3.2 - knows that energy cannot be created ordestroyed, but only changed from one form to another• understands that energy can be transferred by radiation,

conduction, and convection• knows examples of natural and man-made systems in which

energy is transferred from one form to another• understands how the priniciple of conservation of energy is

applied during an energy transfer

SC.B.1.3.3 - knows the various forms in which energycomes to Earth from the Sun (e.g., visible light, infrared,and microwave)• lists the waves of the electromagnetic spectrum and

describes theirarrangement• describes the effects and uses of waves in the

electromagnetic spectrum• knows ways to measure the various forms of energy that

come from the Sun

SC.B.1.3.4 - knows that energy conversions are never100% efficient (i.e., some energy is transformed to heatand is unavailable for further useful work)• knows that a transfer of thermal energy occurs in chemical

reactions• knows that some energy is transformed to heat during an

energy conversion (for example, a food pyramid reflects theenergy that is used and lost in each part of a food chain

SC.B.1.3.5 - knows the processes by which thermal energytends to flow from a system of higher temperature to asystem of lower temperature• knows that the average kinetic energy of the atoms or

molecules that make up an object changes when thetemperature of the object changes

• knows the processes by which thermal energy tends to flowfrom a system of higher temperature to a system of lowertemperature

SC.B.1.3.6 - knows the properties of waves (e.g.,frequency, wavelength, and amplitude); that each waveconsists of a number of crests and troughs, and theeffects of different media on waves• understands that waves vary greatly in character (for

example, sound, ultraviolet, infrared, ocean waves)• labels the parts of a wave (crest, tough, wavelength,

amplitude)• determines the wavelength and frequency of a wave• describes the movement of sound energy through solids,

liquids, and gases• understands that frequency determines the pitch of a sound• understands that wavelength determines the colors of visible

light

SC.C.1.3.2 - knows that vibrations in materials set up wavedisturbances that spread away from the source (e.g. soundand earthquake waves)• knows ways to measure the frequency of waves• describes the properties of an electromagnetic wave• give examples of how electromagnetic waves affect living

things• knows some technological devices that use wave energy (for

example, sonar, ultrasound, laser)

SC.D.1.3.3 - knows how conditions that exist in onesystem influence the conditions that exist in othersystems• understands that in a complex system, small changes can

cause large effects• uses examples to illustrate how patterns exist within and

across systems (for example, the relationship betweenmountain building, island formation, and trench formation;interactions between the atmosphere and hydrosphere affectweather patterns)

Science Strands

ANature ofMatter

BEnergy

CForceandMotion


EEarth andSpace

FProcessesof Life


HNature ofScience



Unit 2 - ExplorationsThe purpose of this unit is to further develop the student’s knowledge of cells and the patterns that existwithin human systems. They will also investigate the similarities that exist between stars in the galaxy. Thestudents will use laboratory activities and real-life applications to study cell structures and functions andinheritance. The nature of science is discussed and reinforced with students throughout the unit.

SC.E.1.3.2 - knows that available data from various satelliteprobes show the similarities and differences among planets andtheir moons in the Solar system• compares and contrasts the planets and their moons in our Solar

System

SC.E.1.3.3 - understands that our Sun is one of many stars in ourgalaxy• knows the size, temperature, age, and brightness of the Sun

compared to some other stars in the Milky Way Galaxy (for examplewhite dwarfs, red giants)

• uses the Hersprung Russell Diagram to compare the various kindsof stars to our Sun as to age, size, and temperature

SC.E.1.3.4 - knows that stars appear to be made of similarchemical elements, although they differ in age, size, temperature,and distance• knows that stars appear to be made of similar chemical elements• describes how a spectroscope can be used to analyze the chemical

makeup of stars

SC.E.2.3.1 - knows that thousands of other galaxies appear tohave the same elements, forces and forms of energy found in ourSolar System• compares spiral, elliptical and irregular galaxies• illustrates the position of the Sun in our galaxy and of our galaxy in

relation to other galaxies

SC.F.1.3.1 - understands that living things are composed ofmajor systems that function in reproduction, growth,maintenance, and regulation• give examples of ways the systems in an organism function and

interact• understands how the systems for reproduction, growth,

maintenance, and regulation in living things function

SC.F.1.3.2 - knows that the structural basis of most organisms isthe cell and most organisms are single cells, while some,including humans, are multicellular• gives examples of how cells of unicellular organisms are similar to

those of multicellular organisms in structure and function• compares and contrasts the structure and function of the various

kinds of cells within different organisms

SC.F.1.3.3 - knows that in multicellular organisms cells grow anddivide to make more cells in order to form and repair variousorgans and tissues• knows the processes of division, growth, and maturation that occur

during the cell cycle

• understands the similarities and differences between mitosis andmeiosis

SC.F.1.3.4 - knows that levels of structural organization forfunction in living things include cells, tissues, organs, systems,and organisms• identifies the organs, tissues, and cells of one of the major systems

of the human body, and lists their function

SC.F.1.3.5 - explains how the life functions of organisms arerelated to what occurs within the cell• knows that the cell is a system of organelles• compares the system of organelles within a cell with the systems of

a multicellular organism• understands that the diversity of cell structure permits a diversity of

functions for the organism

SC.F.1.3.6 - knows that the cells with similar functions havesimilar structures whereas those with different structures havedifferent functions• compares and contrasts structures that are common in one type of

cells with those in a different type of cell• uses tools to identify and compare cell structures (for example,

microscope, hand lenses, bioscopes)

SC.F.2.3.1 - knows the patterns and advantages of sexual andasexual reproduction in plants and animals• compares and contrasts sexual and asexual reproduction• knows the difference between spores and seeds in plant

reproduction• knows that the flower is the reproductive body of a vascular plant

and that it is adapted for pollination• knows the difference between meiosis and mitosis and when each

occurs• explains the advantages of sexual reproduction to a species

SC.F.2.3.2 - knows that the variation in each species is due to theexchange and interaction of genetic information as it is passedfrom parent to offspring• knows how dominant and recessive traits are inherited• uses a Punnett Square to predict the results of crosses between

pure and hybrid organisms• explains how variations occur within a species• knows that interactions between the genes may occur in the

process of genetic information transferred from a parent to offspring(for example, blending, crossing-over)

• understands the basic structure of the DNA molecule

Science Strands

ANature ofMatter

BEnergy

CForceandMotion


EEarth andSpace

FProcessesof Life


HNature ofScience



Unit 3 - Forces at WorkIn this unit students will study the concept change in terms of forces that cause change, changes in matter,and changes that reshape Earth. Students will use laboratory activities and real-life applications to exploremotion, chemical changes, and the rocks cycle. The nature of science is discussed and reinforced withstudents throughout the unit.

SC.A.1.3.1 - identifies various ways in which substances differ(e.g., mass, volume, shape, density, texture, and reaction totemperature and light)• determines the physical properties of matter that can be observed

without altering the substance (mass, volume, boiling point, density)• knows the difference between transparent, translucent, and opaque

objects

SC.A.1.3.2 - understands the difference between weight and mass• understands that weight is a function of gravity• explains why weight will vary with the location of the mass in the

universe, but the mass will remain constant

SC.A.1.3.3 - knows that temperature measures the average energyof motion of the particles that make up the substance• gives examples that illustrate the differences between heat and

temperature• knows that the average kinetic energy of the atoms or molecules of

different objects varies with their temperature

SC.A.1.3.4 - knows that atoms in solids are close together and donot move around easily; in liquids, atoms tend to move fartherapart; in gas, atoms are quite far apart and move around freely• understands that changes in energy cause phase changes• describes behavior of atoms in each of the three phases of matter

SC.A.1.3.5 - knows the difference between a physical change in asubstance (i.e., altering the shape, form, volume, or density) and achemical change (i.e., producing new substance with differentcharacteristics)• compares and contrasts physical and chemical changes• determines whether a change is chemical or physical using clues

such as a change in color or form

SC.A.1.3.6 - knows that equal volumes of different substancesmay have different masses• determines the relationship between mass and volume of an

assortment of common substances

SC.A.2.3.2 - knows the general properties of the atom (a massivenucleus of neutral neutrons and positive protons surrounded by acloud of negative electrons) and accepts that single atoms are notvisible• knows that matter is mostly neutral, but that particles can attain a

charge by the gain or loss of electrons• knows that there is an energy difference between an electron near

the nucleus and one further away• knows that when electrons are transferred from one substance to

another, the general properties of both substances change

SC.C.1.3.1 - knows that the motion of an object can be describedby its position, direction of motion and speed• knows that speed, velocity, and acceleration can be calculated,

estimated, and defined• knows that the magnitude of linear acceleration can be calculated

SC.C.2.3.1- knows that many forces (e.g. gravitational, electrical,and magnetic) act at a distance (i.e. without contact)• cites examples of forces that act at a distance• designs an experiment that demonstrates forces acting at a distance

SC.C.2.3.2 - knows common contact forces• lists common contact forces (for example, friction, buoyancy,

tension)• recognizes the forces that act on a given object• knows that the overall effect of a force can be predicted

SC.C.2.3.4 - knows that simple machines can be used to changethe direction or size of a force• knows how simple machines change the direction or size of a force• tests several kinds of simple machines and calculates the

mechanical advantage and efficiency of each

SC.C.2.3.5 - understands that an object in motion will continue ata constant speed and in a straight line until acted upon by a forceand that an object at rest will remain at rest until acted on by aforce• demonstrates and explains the Law of Inertia• lists real life applications of the Law of Inertia

SC.C.2.3.7 - knows that gravity is a universal force that everymass exerts on every other mass• understands that gravity is a force exerted on a mass that causes an

object to have weight• describe gravity as a universal force of attraction that every mass

exerts on every other mass

SC.C.2.3.6 - explains and shows the ways in which a net force (i.e.the sum of all acting forces) can act on an object (e.g. speedingup an object traveling in the same direction as the net force,slowing down an object traveling in the direction opposite of thenet force)• uses laboratory equipment to measure forces and determine the

velocity of a moving object• understands that the amount of force needed to move an object

varies with its mass and the rate of acceleration• describes examples in which forces can change the velocity of a

moving object• cites examples showing that for every action there is an equal and

opposite reaction

Science Strands

ANature ofMatter

BEnergy

CForceandMotion


EEarth andSpace

FProcessesof Life


HNature ofScience



Unit 4 - Changes Over TimeIn this unit students will explore the interactions that take place between the living and nonliving systems ofEarth. Students will investigate weather patterns, natural selection, and the impact human’s have onEarth’s environment and its inhabitants. The nature of science is discussed and reinforced with studentsthroughout the unit.

SC.A.2.3.3 - knows that radiation, light, and heat are forms of energy usedto cook food, treat diseases, and provide energy• understands what happens when electromagnetic waves are transmitted,

absorbed, or reflected• extends and refines knowledge of uses of forms of energy to improve the

quality of life• discusses the uses and consequences of exposure to various types of

electromagnetic energy

SC.B.2.3.2 - knows that most of the energy used today is derived fromburning stored energy collected by organisms millions of years ago (i.e.,nonrenewable fossil fuels)• understands how fossil fuels are formed in the Earth• understands the differences between a renewable and a nonrenewable

resource• understands the advantages and disadvantages of using fossil fuels

SC.B.2.3.1 - knows that most events in the universe (e.g., weather changes,moving cars, and the transfer of nervous impulse in the human body)involve some form of energy transfer and that these changes almost alwaysincrease the total disorder of the system and its surroundings, reducing theamount of useful energy• knows that energy transfer is not 100% efficient• understands that as energy is transferred from one system to another there is a

reduction in the amount of useful energy• explains why oceans have an impact on the weather and the climate in a

region

SC.D.1.3.1 - knows that mechanical and chemical activities shape andreshape Earth’s land surface by eroding rock and soil in some areas anddepositing them in other areas, sometimes in seasonal layers• uses observations and tests to identify mineral samples• understands how sedimentary, igneous, and metamorphic rocks are formed

and categorized

SC.D.1.3.3 - knows how conditions that exist in one system influence theconditions that exist in other systems• understands that in a complex system, small changes can cause large effects• uses examples to illustrate how patterns exist within and across systems (for

example, the relationship between mountain building, island formation, andtrench formation; interactions between the atmosphere and hydrosphere affectweather patterns)

SC.D.1.3.4 - knows the ways in which plants and animals reshape thelandscape (e.g., bacteria, fungi, worms, rodents, and other organisms addorganic matter to the soil, increasing soil fertility, encouraging plant growth,and strengthening resistance to erosion• cites examples of ways in which living things reshape the landscape

SC.D.1.3.5 - understands concepts of time and size relating to theinteraction of Earth’s processes (e.g., lightning striking in a split second asopposed to the shifting of the Earth’s plates altering the landscape,distance between atoms measured in Angstrom units as opposed todistance between stars measured in light-years)• understands that the processes that act on Earth’s surface today are the same

as those of the past• understands that interaction of Earth’s processes occur over a wide range of

time and magnitude

SC.D.2.3.1 - understands that quality of life is relevant to personalexperience• explains how humans can impact the environment (chemical hazards,

biological hazards)

SC.D.2.3.2 - knows the positive and negative consequences of humanaction on Earth’s surface• knows that legislation can be adopted to protect the Earth from detrimental

human activities

SC.F.1.3.7 - knows that behavior is a response to the environment andinfluences growth, development, maintenance, and reproduction• cites examples in which behaviors that are responses to the environment may

alter the normal growth, development, maintenance, and reproduction of anorganism

SC.F.2.3.3 - knows that generally organisms in a population live longenough to reproduce because they have survival characteristics• gives examples of how adaptations help organisms survive• describes how natural selection brings about changes in living things• understands that species have characteristics that enable their populations to

cycle within varying periods of time (minutes to hundreds of years)

SC.F.2.3.4 - knows that the fossil record provides evidence that changes inthe kinds of plants and animals in the environment have been occurringover time• describes the conditions necessary for fossils to form• compares fossils of similar species and describes the changes in structure• understands how fossils provide evidence of change over time

SC.G.2.3.1 - knows that some resources are renewable and others arenonrenewable• identifies renewable and nonrenewable resources• explains why recycling within a community is important• develops projects using recycled products

SC.G.2.3.3 - knows that a brief change in the limited resources of anecosystem may alter the size of a population or the average size ofindividual organisms and that long term change may result in the limitationof animal and plant populations inhabiting the Earth• knows the limiting factors within an ecosystem• understands the concept of ecological succession• explains variations within a species

SC.G.2.3.4 - understands that humans are part of an ecosystem and theiractivities may deliberately or inadvertently alter the equilibrium inecosystems• recognizes how human activities can change the equilibrium of an ecosystem• gives examples of how human activities have altered an ecosystem• describes the impact of limited natural resources on organisms• describes how the disruption of one component of an ecosystem impacts the

entire system

Science Strands

ANature ofMatter

BEnergy

CForceandMotion


EEarth andSpace

FProcessesof Life


HNature ofScience








the atom











Science Strands

ANature ofMatter

BEnergy

CForceandMotion


EEarth andSpace

FProcessesof Life


HNature ofScience





discern patterns.











technologies



ContentUnit 1


• understands the Law of Conservation of Energy andthe flow of energy through Earth’s systems

• knows the forms, uses, and effects of the energythat comes to Earth from the Sun

• knows the components of the electromagneticspectrum

• understands how energy is transferred to throughvarious systems

• knows how the atmosphere and hydrosphereinteract to cause weather patterns

• knows the types and properties of waves (i.e.,frequency, wavelength, and amplitude)

• understands how energy can be transferred throughmatter in waves

• knows the structure of the ear and eye

Unit 2


• understands how information about galaxies, stars,planets and their moons is gathered

• knows how to compare stars using the Hersprung-Russell diagram

• knows about the four basic forces; gravity, electricity,magnetism, and nuclear forces

• knows that some forces act at a distance(gravitational, electrical, magnetic) and other forcesare contact forces (friction, buoyancy, tension)

• understands how to calculate the mechanicaladvantage and efficiency of a simple machine

• knows basic cell structures and their functions• understands the stuctural organization of living

things• knows the patterns of sexual and asexual

reproduction• understands the processes by which genetic

information is transferred from parent to offspring

Unit 3


• knows how to describe motion and measureacceleration

• understands Newton’s Laws of Motion• knows that matter can be identified by its physical

and chemical properties• understands the Kinetic Molecular Theory• knows the characteristics of physical and chemical

changes• knows that when electrons are transferred

substances change chemically

Unit 4


• understands the process of adaptation and naturalselection

• knows that human activities affect the equilibrium inecosystems and the quality of life for differentorganisms

• understands the rock cycle• understands how crustal movements alter the

surface of the Earth• understands how living things reshape the Earth• understands how fossil fuels are formed and the

advantages and disadvantages of their use• knows how legislation can be used to protect Earth’s

systems


StrategiesUnit 1

• uses laboratory activities, equipment and technologyto measure, explore, and demonstrate energytransfer, weather patterns, and wave properties

• explores real-world applications of the properties ofmatter, energy, and waves.


• develops and constructs models that relate energyand waves

• utilizes a variety of materials, methods, andtechnology to reinforce and review concepts (i.e.,test, Internet, multimedia, models, charts, samples,calculators, and journals)

Unit 2

• uses laboratory activities, equipment and technologyto measure, explore, and demonstrate forces, simplemachines, and cell structure

• explores real-world applications of the propertiesstars, forces, and systems of living things


• develops and constructs models that relate thesystems of living things



Unit 3

• uses laboratory activities, equipment and technologyto measure, explore, and demonstrate the Laws ofMotion, physical and chemical changes, electronbonding

• explores real-world applications of the Laws ofMotion, and physical and chemical changes inmatter


• develops and constructs models that relate motion,and changes in matter


Unit 4

• uses laboratory activities, equipment and technologyto measure, explore, and demonstrate theinteractions between living things, Earth interactions,and the human impact on the environment

• explores real-world applications of the human impacton the environment


• develops and constructs models that relate the bioticand abiotic components of ecosystems


environment science strands grade 6 science critical ... · grade 6 science critical content and...

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