ࡱ> lnghijk7 s:bjbjUU )7|7|s6l11111Zb4b4b4b4b4b4n4$4$t 5b4b4557b4b47775b4b47577@#Yx`]b4V4 0K,;)15]l<Z?%"7@"]7v SOUTH DAKOTA SCIENCE STANDARDS 6-8 Sixth Grade Nature of Science Grade Standards, Supporting Skills, and Examples Indicator 1: Understand the nature and origin of scientific knowledge. Note: These skills should be taught and practiced in grade-level study of Physical, Life, and Earth/Space Science although mastery is not expected at these grade levels. Standard Blooms TaxonomySupporting Skills and ExamplesAssessmentResources Recognize scientific knowledge as not merely a set of static facts, but is dynamic and affords the best current explanations. Identify important contributions to the advancement of science from people of differing cultures, genders, and ethnicity. Examples: George W. Carver-peanuts, Gregor Mendel-genetics, Sylvia Earle-oceanography, Darwin-evolution Famous Scientists PowerPoint Mole Day Lab Google.com Enchantedlearning.com Wikipedia.org Brain Pop Destination machine Wireless notebook and display screen National Mole Day Website Indicator 2: Apply the skills necessary to conduct scientific investigations. StandardSupporting Skills and ExamplesAssessmentsResources6.N.2.1. Students are able to pose questions that can be explored through scientific investigations.ApplicationExample: How does light affect plant growth? Conduct systematic scientific investigations. Use appropriate supportive technologies. Describe the limits of accuracy inherent in a particular measuring device or measurement procedure. Manipulate one variable over time with many repeated trials to test a hypothesis. Construct and interpret graphs from data to make predictions. Use research methods to investigate practical and/or personal scientific problems and questions. Describe and demonstrate various safety factors associated with different types of scientific activity. Use appropriate scientific equipment safely in all investigations. Wear appropriate attire. Lab reports Lab practical quiz Polyacrylamide lab Film canister lab/alkaseltzer lab Oak Lake DO lab Diversity index lab Metric lab Quiz over microscope Measurement quiz Rube Goldberg apparatus Writing assignment on a proper conclusion Vocabulary quizesOak Lake Field Station Oak Lake Resource Packets Macro Invertebrate Key Grassland/Prairie Reference books If Youre Not From the Prairie story  Sixth Grade Nature of Science Performance Descriptors AdvancedSixth grade students performing at the advanced level: pose a question and a hypothesis that can be explored through scientific exploration.ProficientSixth grade students performing at the proficient level: pose questions that can be explored through scientific investigations.BasicSixth Grade students performing at the basic level: given a prompt, pose one question that can be scientifically explored.Sixth Grade Physical Science Grade Standards, Supporting Skills, and Examples Indicator 1: Describe structures and properties of, and changes in, matter. StandardBlooms Taxonomy Supporting Skills and ExamplesAssessmentsResources6.P.1.1. Students are able to identify the subatomic particles that make up atoms. KnowledgeElectrons, protons, and neutronsAtom poem/Rapp/Story Build a model of an atom Bohrs model drawings Proton/neutron/electron worksheets Websites Powers of Ten video website Brain Pop6.P.1.2. Students are able to classify matter based on physical and chemical properties. ApplicationExamples: mass, weight, volume, acidity, density, texture, color, melting point, boiling point Compare and contrast compounds and elements. Examples: sugar, salt, water (as compounds); Au, Fe, Na (as element symbols) Use the Periodic Table as a tool to describe elements. Examples: symbols, metals/non-metals, groups/rows, familiesSoup or Solid lab Ive Been Slimed lab Boiling point/melting point/freezing point lab Role modeling/charades of physical changes Alien Periodic Table activityPeriodic Table Activity book Brain Pop6.P.1.3. Students are able to describe phase changes in matter differentiating between the particle motion in solids, liquids, and gases.Comprehension+ Contruct and interpret graphs depicting gas laws. + Construct and interpret graphs depicting phase changes in matter.Melting Ice Lab Boyles/Charles Law graphsPrentice Hall Chemical Building Blocks Indicator 2: Analyze forces, their forms, and their effects on motions. StandardBlooms Taxonomy Level Supporting Skills and ExamplesAssessmentsResources6.P.2.1. Students are able to describe how push/pull forces acting on an object produce motion.ComprehensionExamples: illustration of see-saw, sailboat on water, kite Demonstrate how all forces have magnitude and direction. Newtons Laws of MotionBrain Pop Indicator 3: Analyze interactions of energy and matter. StandardBlooms TaxonomyLevelSupporting Skills and ExamplesAssessmentsResources6.P.3.1. Students are able to identify types of energy transformations. ComprehensionExamples: mechanical to electrical, chemical to light, kinetic to potential (and vice versa) Explain basic principles of electricity and magnetism including static, current, circuits, and magnetic fields. Investigate the properties of light (electromagnetic spectrum). Illustrate sunlight to chemical (photosynthesis). + Describe methods of heat transfer + Describe characteristics of light and sound. + Relate waves to the transfer of energy.Circuit board activity Light and Sound Labs Hot House Lab  Sixth Grade Physical Science Performance Descriptors AdvancedSixth grade students performing at the advanced level: draw models of simple atoms indicating appropriate positions of protons, electrons, and neutrons; identify physical and chemical changes; explain the role of temperature in phase changes of matter; predict motion(s) of an object acted on by multiple push/pull forces; given a scenario, identify energy transformation(s).ProficientSixth grade students performing at the proficient level: identify the subatomic particles that make up atoms; classify matter based on physical and chemical properties; describe phase changes in matter differentiating between the particle motion in solids, liquids, and gases; describe how push/pull forces acting on an object produce motion; identify types of energy transformations.BasicSixth grade students performing at the basic level: label the protons, neutrons, and electrons of an atom; classify matter based on physical property; given an illustration of particle motion, can identify solids, liquids, and gases; given an illustration, identify push/pull forces; give an example of one energy transformation. Sixth Grade Life Science Grade Standards, Supporting Skills, and Examples Indicator 1: Understand the fundamental structures, functions, classifications, and mechanisms found in living things. StandardBlooms Taxonomy Level Supporting Skills and ExamplesAssessmentResources6.L.1.1. Students are able to illustrate the difference between plant and animal cells.  ComprehensionPlant cells have chloroplasts and cell walls. Identify basic cell organelles and their functions. Recognize cells as the building blocks of living things. Observe cells with a compound microscopeCell booklet Cell vocab foldable Illustrate cells as seen under the microscope Identify cell structures under the microscope Cells Alive website Brain Pop 6.L.1.2. Students are able to explain the importance and scientific use of a classification system.ComprehensionManagement of diversity for organization and categorization Uniform scientific communication Example: identification and classification of newly- discovered organisms Kingdom, phylum, class, order, family, genus, species Kingdom classification system (monera, protista, plantae, fungi, animalia)Classifying Button Lab Classifying Project in groups Dichotomous Key Bean LabClassification websites Dichotomous Key websites Enchanted Learning.com  Indicator 2: Analyze various patterns and products of natural and induced biological change. StandardBlooms Taxonomy LevelSupporting Skills and ExamplesAssessmentsResources Investigate the lineage of organisms to predict traits and features. Examples: family genealogy, Mendels pea plants, Punnett Squares Describe the difference between a hybrid and a purebred trait.Punnet Square activity Indicator 3: Analyze how organisms are linked to one another and the environment. StandardBlooms Taxonomy LevelSupporting Skills and ExamplesAssessmentsResourcesModel cycles in ecosystems. Ex: water, carbon dioxide/oxygen Describe the relationship between characteristics of biomes and the organisms that live there. Describe how organisms adapt to biotic and abiotic factors in a biome. + Describe the roles of producers, decomposers, consumers in a system. + Analyze energy transfer within a food web.Tap Water Tour Lab  Sixth Grade Life Science Performance Descriptors AdvancedSixth grade students performing at the advanced level: Explain the reasons for the differences between plant and animal cells; Design a classification system.ProficientSixth grade students performing at the proficient level: Illustrated the difference between plant and animal cells; Explain the importance and scientific use of a classification system.BasicSixth grade students performing at the proficient level: Name two similarities and differences between plant and animal cells; List the five kingdoms. Sixth Grade Earth/Space Science Grade Standards, Supporting Skills, and Examples Indicator 1: Analyze the various structures and processes of the Earth system. StandardBlooms Taxonomy LevelSupporting Skills and ExamplesAssessmentResources6.E.1.1. Students are able to describe how the spheres (lithosphere, hydrosphere, atmosphere, and biosphere) of the Earth interact.ComprehensionImpact of humans and natural events Composition of spheres6.E.1.2. Students are able to examine the role of water on the Earth.ComprehensionSurface Examples: waves, glaciers, rivers Underground Example: aquifers Atmosphere Examples: precipitation, humidityWater Cycle Poster6.E.1.3. Students are able to explain processes involved in the formation of the Earths structure. ComprehensionExamples: plate tectonics, volcanoes, earthquakes Interpret topographic and digital imagery or remotely sensed data to identify surface features. Examples: local, global, regional Explain the formation of different rock types and their characteristics. Use geospatial technologies to investigate natural phenomena. Examples: GPS, GIS, remote sensing Indicator 2: Analyze essential principles and ideas about the composition and structure of the universe. StandardBlooms Taxonomy Level Supporting Skills and ExamplesAssessmentsResources6.E.2.1. Students are able to identify the organization and relative scale of the solar system.Knowledge Sun, Moon, Earth, other planets and their moons, meteors, asteroids, and comets Origins and age of the universe Explain the association of time measurement with celestial motions. Examples: time zones, leap years, international datelinePlanet Project: - Brochure - Scale model of solar system - Presentation Websites on planets and solar system Sixth Grade Earth/Space Science Performance Descriptors AdvancedSixth grade students performing at the advanced level: analyze the role of water as it interacts with the Earths spheres; explain the role of plate tectonics in shaping the earth; compare and contrast terrestrial and gaseous planets.ProficientSixth grade students performing at the proficient level: describe how the spheres (lithosphere, hydrosphere, atmosphere, and biosphere) of the Earth interact; examine the role of water on the Earth; explain processes involved in the formation of the Earths structure; identify the organization and relative scale of the solar system.BasicSixth grade students performing at the basic level: identify the spheres of Earth; list two effects of water on Earth; identify processes of weathering and erosion in the formation of earths structures; list the planets in order from the Sun outward. Sixth Grade Science, Technology, Environment, and Society Grade Standards, Supporting Skills, and Examples Indicator 1: Analyze various implications/effects of scientific advancement within the environment and society. StandardBlooms Taxonomy Level Supporting Skills and Examples Assessments Resources6.S.1.1. Students are able to describe how science and technology have helped society to solve problems. ComprehensionExamples: GPS, GIS, remote sensing, prevention and treatment of diseases, vaccinations, water treatment, prosthetics Indicator 2: Analyze the relationships/interactions among science, technology, environment, and society. StandardBlooms Taxonomy Level Supporting Skills and Examples Assessments Resources6.S.2.1. Students are able, given a scenario, to identify the problem(s) of human activity on the local, regional, or global environment. KnowledgeExamples: urban expansion, water treatment + Investigate an environmental issue by identifying a problem, look for the cause, study the effects, and look for a solution.Fruitvale Activity Tap Water Tour Oak Lake or Wetland Unit Wetland Trunk from ADWD. 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