FRAMEWORK FOR STUDENT UNDERSTANDING

NATURE OF SCIENCE-GRADE SIX

SCIENTIFIC SKILLS

  • attitudes
  • examples of how thinking scientifically is helpful in daily life
  • data, conclusions, explanations, and results
  • analyze and interpret data using appropriate mathematical skills in order to draw valid conclusions
  • distinguish between observation and inference
  • important to keep clear, thorough and accurate records
  • design technology/technological design process/technology (e.g., building, making, constructing, getting something to work better, etc.)
  • automation has changed manufacturing including manual labor being replaced by highly-skilled jobs
  • decisions about the use of products and systems can result in desirable or undesirable consequences (e.g., social and environmental)
  • design and build a product or create a solution taking into account needs and given one constraint (e.g., cost, time, trade-offs, properties of materials, safety, aesthetics, limits of cost and time for design and production, supply of materials, environmental effects, etc.)
  • how technological advances, influenced by scientific knowledge, affect the quality of life
  • usefulness of manufactured parts of an object depends on how well their properties allow them to fit and interact with other
  • equipment/instruments/tools
  • choose appropriate tools instruments
  • procedures of investigation determined by tools
  • investigations
  • differing (i.e. not fixed) sets of procedures for guiding investigations
  • hypotheses are valuable even when they are not supported
  • procedures determined by nature of investigations
  • skills of scientific inquiry processes (e.g., hypotheses, record keeping, description, and explanation)
  • reproducibility and reduction of bias in methods
  • single example can never prove that something is always correct, but sometimes a single example can disprove something
  • materials
  • usefulness of manufactured parts of an object depends on how well their properties allow them to fit and interact with other
  • safety procedures
  • procedures of investigation determined by safety considerations
  • use safety procedures to complete investigations
  • society
  • men and women of all countries and cultures have contributed to the development of science
  • pursuit of scientific knowledge is beneficial for any career and for daily life

Scientific Processes

  • analyze
  • build
  • choose
  • describe
  • design
  • distinguish
  • explain
  • give
  • identify
  • interpret
  • research
  • use

FRAMEWORK FOR STUDENT UNDERSTANDING

CHEMICAL REACTIONS-GRADE SIX

SCIENTIFIC Content

  • acidic/acids and basic/bases (salts and neutrals are optional)
  • pH scale
  • indicators (e.g., bromothymol blue/BTB, red and blue litmus paper, phenolthalien, etc.)
  • neutralization
  • activation energy (enrichment)
  • atoms and molecules
  • electrons
  • neutrons
  • nucleus
  • protons
  • atom diagrams
  • atomic models throughout history
  • Bohr model
  • electron cloud model
  • etc.
  • characteristics
  • chemical
  • chemical bonds (enrichment, taught at ninth grade)
  • covalent
  • double
  • ionic bonds/ions
  • hydrogen ions
  • hydroxide ions
  • polyatomic ion
  • chemical change
  • chemical equations/formulas (enrichment, taught at ninth grade)
  • coefficients
  • products
  • reactants
  • subscripts
  • chemical processes
  • conservation of energy, mass and matter
  • elements and molecular compounds
  • energy, potential and kinetic
  • chemical
  • nuclear
  • thermal
  • energy flow/transformation for a physical or chemical change
  • gravity (related to weight)
  • mass versus weight
  • matter
  • measuring matter
  • mass versus weight
  • density
  • volume
  • length
  • nonpolar and polar (enrichment, taught at ninth grade)
  • particle/particles
  • Periodic Table of Elements
  • atomic mass
  • atomic number
  • chemical symbols for elements (at least, common elements)
  • metal or nonmetal
  • name of the element
  • number of protons and neutrons
  • etc.
  • physical and chemical properties
  • boiling point
  • color
  • density
  • conduction/insulation
  • crystal shape
  • freezing point
  • malleability
  • melting point
  • shape
  • size
  • texture
  • viscosity
  • etc.
  • physical and chemical change, characteristics of
  • physical
  • observable change in size
  • observable change in shape
  • change in state of matter
  • does not produce or become a new substance
  • do not involve permanent changes in properties of a material
  • chemical
  • difficult to reverse
  • often give off heat on their own
  • result in permanent changes in the properties of a material
  • physical and chemical changes
  • physical
  • evaporation
  • condensation
  • freezing
  • melting
  • solidification (e.g., molten steel solidifying, etc.)
  • sublimation
  • etc.
  • chemical
  • rusting
  • burning
  • combustion
  • corrosive/corrosion
  • fermentation
  • oxidation
  • tarnishing
  • etc.
  • physical and chemical changes, everyday examples of
  • body chemistry
  • cooking
  • industrial change
  • etc.
  • reactions, rates of
  • catalysts
  • enzymes (enrichment)
  • inhibitors (enrichment)
  • etc.
  • reactions, types of chemical (enrichment, taught at ninth grade)
  • endothermic
  • exothermic
  • synthesis
  • decomposition
  • replacement reaction
  • etc.
  • safety
  • fire safety
  • gloves
  • goggles
  • identifying unknown powders, chemicals, etc.
  • wafting for smelling
  • etc.
  • senses for observations
  • solutions and mixtures
  • concentrated solution (optional)
  • concentration (optional)
  • dilute solution (optional)
  • dissolve
  • saturated solution
  • solute (optional)
  • solvent (optional)
  • unsaturated solution
  • solubility
  • etc.
  • states of matter
  • gas
  • liquid
  • plasma
  • solid
  • substance
  • suspensions (optional)

SCIENTIFIC PROCESSES

  • describe
  • explain
  • relate

FRAMEWORK FOR STUDENT UNDERSTANDING

ECOLOGY: MAN’S IMPACTON THE ENVIRONMENT-

GRADE SIX

SCIENTIFIC Content

  • beneficial vs. neutral or harmful changes to ecosystem/environment/habitat, such as
  • acid rain
  • agricultural activities
  • crop rotation and fallow fields
  • composting
  • farming
  • overgrazing
  • spraying
  • etc.
  • automobiles
  • E-checks
  • Exhaust
  • etc.
  • chlorofluorocarbons (i.e., CFC’s)
  • desertification
  • destruction
  • construction
  • deforestation
  • housing/commercial land development
  • paving
  • strip mining
  • wildlife poaching
  • etc.
  • erosion and weathering
  • food/nutrient availability
  • global warming
  • greenhouse effect
  • atmosphere
  • ozone/ozone layer
  • photochemical smog
  • etc.
  • hazardous materials and toxic waste removal
  • corrosive materials
  • flammable materials
  • explosive materials
  • oil spills
  • etc.
  • groundwater pollution
  • leachates
  • runoff
  • sediments
  • storm sewers
  • etc.
  • industrial emissions
  • catalytic converter
  • scrubbers
  • temperature inversion
  • treatment, primary
  • treatment, secondary
  • etc.
  • insecticidal/pesticidal runoff
  • land reclamation
  • loss of species or introduction of new species
  • municipal solid waste management
  • biodegradable versus other materials
  • composting
  • incineration
  • littering
  • reducing, reusing, recycling
  • plastics and their resins
  • sanitary landfill
  • etc.
  • natural disasters
  • forest fires
  • floods
  • etc.
  • plant and animal activity (e.g., beaver ponds, earthworm burrows, grasshoppers eating plants, etc.)
  • preservation and enhancement of species
  • laws
  • sites (e.g., national recreation areas, national parks, zoos etc.)
  • etc.
  • sewage treatment plant
  • soil fertility/quality
  • temperature or seasonal change
  • water availability
  • etc.
  • efficiency
  • energy, conservation of
  • alternative fuel research (e.g., gasohol)
  • insulation
  • etc.
  • energy, electrical (review from fifth grade)
  • generators
  • power plants
  • energy sources, ten nonrenewable and renewable
  • biomass
  • fossil fuels
  • petroleum-based (e.g. oil, gasoline, kerosene, etc.)
  • natural gas
  • coal
  • propane
  • hydroelectric power
  • damming
  • tides
  • geothermal
  • nuclear
  • control rods
  • fuel rods
  • meltdown
  • nuclear fission
  • nuclear fusion
  • nucleus
  • radioactive
  • reactor vessel
  • etc.
  • solar energy
  • wind energy
  • fossil fuels, related terms
  • hydrocarbons
  • combustion
  • petrochemicals
  • refinery/refineries
  • etc.
  • human actions or activities affect the earth’s ecosystems and its plant and animal species in terms of:
  • air, water, and soil pollution
  • conservation of natural resources, including preservation of land and species of plants and animals
  • change or maintenance of habitats for particular plant or animal species
  • erosion
  • soil fertility
  • use and/or production of different forms of energy
  • natural resources, the conservation and management of
  • air
  • animals/plants
  • land/soil
  • water
  • wood
  • etc.
  • nutrient depletion
  • organisms
  • photosynthesis (review from fifth grade)
  • pollution
  • air (e.g., photochemical smog, etc.)
  • soil
  • water
  • resources, types
  • non-renewable
  • energy originally came from the sun
  • may renew slowly over millions of years
  • renewable
  • available indefinitely
  • resources, management strategies
  • reserves
  • survive/survival of species
  • adaptation/adaptive characteristics
  • evidence in the fossil record
  • threatened/endangered/extinct/extinction
  • trade-offs
  • benefits
  • risks

SCIENTIFIC PROCESSES

  • describe
  • explain

FRAMEWORK FOR STUDENT UNDERSTANDING

PATTERNS IN ROCKS AND SOIL-GRADE 6

SCIENTIFIC Content

  • calcium carbonate
  • conglomerate
  • contour maps
  • crystallization
  • crystal type (optional)
  • cubic
  • hexagonal
  • orthorhombic
  • monoclinic
  • tetragonal
  • triclinic
  • etc.
  • decomposed/decomposers/decomposition
  • compost
  • erosion
  • evaporation
  • fossil/fossils
  • evidence of extinct species
  • nature of the environment of long ago
  • petrification/petrifaction/petrified
  • gemstones
  • geologists
  • geologic time
  • earth landforms and processes
  • deposition
  • earthquakes
  • erosion
  • glaciers
  • rivers
  • volcanoes
  • lava
  • magma
  • molten
  • weathering
  • chemical (e.g., acid rain, rusting, oxidation, etc.)
  • physical (e.g., wind, plants and animals, overgrazing, etc.)
  • etc.
  • indigenous
  • instruments
  • Moh’s scale of hardness
  • sieves
  • etc.
  • lithosphere
  • organic/inorganic
  • property
  • rock cycle
  • rock layering by age
  • rock properties/tests
  • cleavage
  • color
  • crystallization
  • hardness/Moh’s Scale of Hardness
  • layering
  • luster (metallic/nonmetallic)
  • magnetism
  • odor (smell)
  • reaction to acids
  • reaction to magnets
  • shape
  • streak
  • texture
  • transparency
  • water-holding capacity
  • rock formation and types
  • igneous
  • metamorphic
  • sedimentary (e.g., conglomerate, etc.)
  • rock versus mineral
  • soil composition
  • air
  • gravel, pebbles, rocks, etc.
  • living/dead/decomposed plants and animals
  • organic plant and animal remains/products (e.g., wastes, etc.)
  • sand, clay, humus
  • etc.
  • soil fertility
  • soil formation
  • climate
  • plants and animals
  • land surface features
  • time
  • type of parent materials (i.e., soil origins)
  • soil profiles
  • bedrock
  • subsoil
  • topsoil
  • etc.
  • soil origins/types
  • clay
  • humus
  • loam
  • sand
  • silt
  • etc.
  • soil properties
  • ability to support root/plant growth
  • capacity to absorb/retain water
  • color
  • particles of different sizes
  • texture
  • etc.
  • soil varieties (e.g., beaches, playgrounds, homes, deserts, forests, etc.)

Scientific Process

  • describe
  • explain
  • identify

DRAFT-VOCABULARY LIST FOR GENETICS UNIT - GRADE

asexual reproduction
budding
carrier
chromosomes
DNA
dominant trait
endangered species
extinct
fertilization
fission
gene
gene splicing
genetic engineering
genetics
heredity
hybrid
incomplete dominance
inherited traits
learned trait
meiosis
mitosis
pedigree
pollination
probability
punnett square
recessive trait
reproduction
selective breeding
sex cells
sex-linked gene
sexual reproduction
vegetative propagation
x and y chromosomes
zygote
Cells
Systems
Organisms
Cell structure
Reproduction
Sperm
Eggs
Asexual reproduction
Inherited traits
Conception
Parts of a cell
Sexual organs
XY chromosomes
Plant/animal cells mitosis
Miosis
Sexual reproduction
DNA
Punnet
Puberty
Chromosomes
Fission
Budding
Vegetative propagation

FRAMEWORK FOR STUDENT UNDERSTANDING

NEWTON’S LAWS OF MOTION-GRADE SIX

SCIENTIFIC Content

  • acceleration
  • apparent forces or impacts
  • direction of force
  • energy, conservation of
  • energy, kinetic and potential (i.e., stored)
  • elastic potential energy (optional)
  • gravitational potential energy (optional)
  • forces, action and reaction
  • air pressure
  • friction
  • gravity (e.g., freefall, microgravity, weightless/weightlessness, etc.)
  • magnetism
  • forces, balanced and unbalanced
  • friction, increasing and decreasing
  • air resistance
  • lubricants/lubrication
  • rolling
  • sliding
  • surfaces
  • influence of objects on other objects
  • mass versus weight
  • momentum, conservation of
  • mass times velocity
  • parabola (optional-possible path of an object falling freely in a gravity field, such as a tossed ball)
  • pendulums (optional, often used on standardized testing)
  • relationships
  • things only move when something moves them
  • things keep moving until something stops them
  • the harder something is pushed, the faster it goes
  • the more massive something is, the harder it is to move
  • Sir Isaac Newton’s Three Laws of Motion
  • Newton's First Law of Motion/inertia
  • Newton's Second Law of Motion
  • force equals mass times acceleration
  • Newton's Third Law of Motion
  • speed
  • strength of force
  • time
  • velocity

Scientific Process

  • predict

FRAMEWORK FOR STUDENT UNDERSTANDING

MECHANICAL ADVANTAGE OF SIMPLE MACHINES-

GRADE SIX

important Note: This unit should be deleted after the 04-05 school year.

SCIENTIFIC Content

  • effort
  • energy
  • forces, input and output
  • air pressure
  • friction
  • gravity (e.g., freefall, microgravity, weightless/weightlessness, etc.)
  • magnetism
  • friction, increasing and decreasing
  • air resistance
  • lubricants/lubrication
  • rolling
  • sliding
  • surfaces
  • gadget
  • machines, simple (i.e., simple technological devices)
  • inclined plane
  • lever
  • arm
  • fulcrum
  • load
  • pivot
  • pulley
  • groove
  • screw
  • wedge
  • wheel and axle
  • cylinder
  • gears with teeth (including threads)
  • roller
  • mass versus weight
  • mechanical advantage
  • advantage
  • disadvantage
  • object
  • operation
  • speed
  • velocity
  • sacrifice/sacrificed
  • tradeoff
  • work

Scientific Process

  • recognize

10/7/2018