Enhanced Dodea Science Indicators 6th Grade

6th Grade Science Enhanced DoDEA Science Indicators
6Sa: The student will demonstrate an understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving. Indicator
6Sa.1: Use appropriate tools and instruments (including a spring scale, beam balance, barometer, and sling psychrometer) safely and accurately when conducting a controlled scientific investigation.
Essential Understandings
It is essential for students to know that different instruments or tools are needed to collect different kinds of data.
Assessment Guidelines:
Assessment Guidelines: The objective of this indicator is to use tools safely, accurately, and appropriately when gathering data; therefore, the primary focus of assessment should be to apply correct procedures to the use of a spring scale, beam balance, barometer, and sling psychrometer, and other tools essential to the grade level that would be needed to conduct a science investigation. However, appropriate assessments should also require students to identify appropriate uses for a spring scale, beam balance, barometer and sling psychrometer; illustrate the appropriate tool for an investigation using pictures, diagrams, or words; recall how to accurately determine the measurement from the tool; or recognize ways to use science tools safely, accurately, and
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1. A spring scale is a tool used to measure the weight of an object or the

force on an object. o Some spring scales have a slider that moves in response to the weight/force of an object. The measurement is read on one of two scales located on either side of the slider. o Some spring scales have a spring that is visible through a clear plastic tube with two scales labeled on either side of the tube. o Before an object is attached to the spring scale, make sure the marker is on the zero (0) by adjusting the slider or knob usually found on the top of the scale. o A spring scale measures weight or force in newtons (N).
2. A beam balance (triple) is a tool used to measure the mass of an object.

o The beam balance contains a pan or platform, three beams with riders/sliders and a pointer. o Before measuring, make sure all riders/sliders are set at zero (0), the pointer is in line with its zero (0) mark and the pan is clean. o Place an object to be measured on the pan or platform. If the object is placed in a container or on weighing paper, the mass of the container or paper needs to be subtracted from the final mass of the object. o Three beams are found on the side opposite of the pan. Each beam is marked in different increments: 100 grams, 10 grams, and tenths (0.1) of a gram up to 10 grams.
Revised November 9th, 2013
Enhanced DoDEA Science Indicators (6th Grade)

o After placing the object on the pan, the pointer will rise. o To determine the mass of the object, gently slide the riders/sliders across the beams until the pointer lines up exactly with the zero (0) mark on the scale. Be sure the riders/sliders with notches are securely placed in their notches. o The mass is calculated by adding the sum of the measures indicated by the riders/sliders. o Move all riders/sliders back to zero (0) when finished. o A beam balance measures the mass of an object in grams (g). NOTE TO TEACHER: Students do not need to estimate to the hundredths (0.01) of a gram. Measurements estimating to 0.05 of a gram on a triple beam balance will be an expectation in high school Physical Science. appropriately.
3. A barometer is an instrument used to measure air pressure or a change in

pressure readings. o Many of the barometers have qualitative descriptions of weather conditions associated with air pressure but this alone should not be used to forecast weather. o To read your barometer, first tap the glass lightly, but firmly, to ensure that the reading pointer attached to the linkage mechanism inside the barometer is not sticking. o The other pointer that is found on most instruments is the set pointer and is usually made of brass. o The set pointer can be turned by means of the knob at the center of the glass so that it covers the reading pointer. If the reading pointer has moved between readings then it can be determined that the pressure is now lower or higher and by how much. o A barometer scale is measured in millimeters or inches of mercury or millibars (mb).
4. A sling psychrometer is a tool used to measure relative humidity.

o A sling psychrometer is made of two thermometersa wet bulb and a dry bulbheld together by a handle. o The wet bulb thermometer is covered with a piece of cloth and moistened. o The two thermometers are then moved through the air. After a period of time the temperature of each thermometer is recorded. A relative humidity chart is used to determine the relative humidity percent.

Revised November 9th, 2013 Page 2

It is essential for students to use care when handling these tools when conducting an investigation. Chemicals should not be placed directly on the beam balance. Place them in a measuring tray or weighing paper. Always move the riders of the beam balance to the left after massing an object. Care should be taken not to break the barometer and sling psychrometer. It is also essential for students to use tools from previous grade levels that are appropriate to the content of this grade level such as magnifiers, rulers (measuring to millimeter), rain gauges (measuring in centimeters or inches), thermometers (measuring in oF and oC), forceps/tweezers, graduated cylinders (measuring at the meniscus to milliliters), graduated syringes (measuring to milliliters), meter sticks and meter tapes (measuring in meters, centimeters, or millimeters), anemometers (measuring in miles per hour), compasses, 10x magnifiers, or timing devices (measuring in minutes or seconds) to gather data. NOTE TO TEACHER: See information in previous grades regarding how to use each tool. All temperature readings during investigations will be taken using the Celsius scale unless the data refers to weather when the Fahrenheit scale is used. It is not essential for students to use hygrometers, digital balances, ammeters, voltmeters, or multimeters. Tools from previous grades that are not appropriate to the content of this grade level are not essential; however, these terms may be used as distracters (incorrect answer options) for assessment, for example eyedroppers, pan balances, measuring cups, beakers, tuning forks, mirrors (plae/flat), or prisms. Students to not need to convert measurements from English to metric or metric to English. Measurements estimating to 0.05 of a gram on a triple beam balance will be an expectation in high school Physical Science.
6Sa.2: Differentiate between observation and inference during the
It is essential for students to know that data should be collected throughout a controlled scientific investigation. Data includes both scientific observations and inferences. A scientific observation is gained by carefully identifying and describing
The objective of this indicator is to differentiate between observations and inferences during the analysis and interpretation of data;
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analysis and interpretation of data.
properties using the five senses or scientific tools and can be classified as quantitative or qualitative. o Quantitative observations are observations that use numbers (amounts) or measurements (including the unit label) or observations that make relative comparisons, such as more than, all, less than, few, or none. o Qualitative observations are observations that are made using only the senses and refer to specific properties. therefore, the primary focus of assessment should be to distinguish between observations and inferences that can be made from the data collected during an investigation. However, appropriate assessments should also require students to identify the appropriate type of graph for the data collected; compare observations and inferences; interpret data presented on a graph or diagram; implement the steps for making a data table or a graph.
An inference is an explanation or interpretation of an observation based on

prior experiences or supported by observations made in the investigation. They are not final explanations of the observation. There may be several logical inferences for a given observation. There is no way to be sure which inference best explains the observation without further investigation. Data from the investigation should be organized in data tables and represented as diagrams or graphs when appropriate. A data table is used to organize data collected in an experiment so that it can be read easily. A data table should be planned before the investigation starts. Consider the purpose of the table, the kind and number of items to be included in the table, the number of times a measurement will be made, and the units to be used. Data tables are often organized in columns and rows. The columns should have headings that show the quantity and unit of the data in that colu The independent (manipulated) variable is listed in the column on the left side. The dependent (responding) variable is listed in the column(s) on the right side. If qualitative data is to be gathered, include enough space to write the observations. Diagrams can be used to identify specific parts or how they work, sequence of events, or how things are alike and different. Graphs are visuals used to compare data. Graphs show not only information but also relationships between the data. Different types of graphs show different types of information. Pictographs use pictures of objects to show quantities. Bar graphs are often used for qualitative observations. The lengths of the


bars on a bar graph are used to represent and compare data. A numerical scale is used to determine the lengths of the bars. Circle graphs show percentages of a whole. The entire circle is equal to 100% of the data. Line graphs are often used when quantitative data is collected over time. Line graphs show how quantitative data changes over time or relationships between manipulated (changing) variable and responding (resulting) variable. The lines on a line graph show the pattern of changes at a glance. Line graphs are used to represent data that has been collected over a determined amount of time. To construct a line graph, the following steps should be taken: Draw a horizontal line (x-axis) and a vertical line (y-axis) that meet at a right angle. Identify the independent (manipulated) variable and the dependent (responding) variable from the data. o The independent (manipulated) variable is written on the x-axis. o The dependent (responding) variable is written on the y-axis. o Include appropriate units of measurement for each variable. Look at the range of data (lowest and highest) to determine the intervals or increments (numbers on the axes) of the x-axis and the y-axis. o The increments do not need to be the same for both the x-axis and the y-axis, but should be consistent on either axis. o Label the point at the right angle as zero (0). Plot the data on the graph as matched pairs. For example, every independent (manipulated) variable number will have a corresponding dependent (responding) variable number. Connect the points on the line graph. Write an appropriate title for the graph that contains the names of both variables. NOTE TO TEACHER: A mnemonic device that can be used to teach the appropriate locations of the variables on a graph is DRY MIX. DRY represents Dependent-Responding-Y-axis. MIX represents Manipulated-Independent-X-axis. In order to be meaningful, the data collected from the investigation should be


interpreted and analyzed. How the data is analyzed depends on the experiment. Sometimes calculations or graphs will be needed to help analyze the data. Data will often reveal patterns or trends. Patterns often become clear if the data is organized in a data table or graph. The analyzed data can then be used to draw a valid conclusion about the investigation. A valid conclusion is a summary of the findings of an experiment based on scientific observations, inferences, and collected data that states the relationship between the independent (manipulated) and dependent (responding) variables. When a conclusion statement is made it should state whether the collected data supports the hypothesis or does not support the hypothesis (not that the hypothesis was right or wrong). It is not essential for students to generate new questions from an investigation or construct circle graphs.
6Sa.3: Classify organisms, objects, and materials according to their physical characteristics by using a dichotomous key.
It is essential for students to know scientists use the skill of classifying to organize objects that are similar in some way into groups to make the relationship among them easier to understand. Objects can be classified based on similar characteristics using a binary classification chart (based on whether or not an object has or does not have a particular property) or an identification key. A dichotomous key is a special identification key that uses a series of paired characteristics that leads to the identification of an organism, object, or material. Always begin with a choice from the first pair of characteristics. At the end of each characteristic is either the name of the organism, object, or material or directions to go to another step. Keep following the choices until the identity is determined. Once the identity is determined, the physical characteristics can be identified.
The objective of this indicator is to classify organisms, objects, and materials using a dichotomous key; therefore, the primary focus of assessment should be to determine the identity of the organism, object, or material by following a dichotomous key. However, appropriate assessments should also require students to compare the properties of organisms, objects, and materials using a dichotomous key; identify the name of an organism or object using a dichotomous key; or recognize the physical characteristics of an organism or


It is not essential for students to construct dichotomous keys. object based on the dichotomous key. The objective of this indicator is to use a technological design process to plan and produce a solution to a problem or a product; therefore, the primary focus of assessment should be to apply the procedures for a technological design process using the steps listed in the indicator. However, appropriate assessments should also require students to classify by sequencing the steps of a technological design process or a controlled scientific investigation; explain how a particular product or process solves a problem; summarize the design process of a solution or product; summarize the steps in a controlled scientific investigation; exemplify technology; or identify the solution or product in a technological design process.
6Sa.4: Use a technological design process to plan and produce a solution to a problem or a product (including identifying a problem, designing a solution or a product, implementing the design, and evaluating the solution or the product).
It is essential for students to know that science is the process of learning about the natural world by asking questions and trying to find the answers to those questions. Scientific knowledge is used to develop and enhance science knowledge. Technology applies scientific knowledge in order to develop a solution to a problem or create a product to help meet human needs. Technology is usually developed because there is a need or a problem that needs to be solved. Steps in the technological design process include: Identifying a problem or need o Research and gather information on what is already known about the problem or need Designing a solution or a product o Generate ideas on possible solutions or products o Evaluate the factors that will limit or restrict the solution or product design o Determine the trade-offs of the solutions or products (what must be given up in order to create the solution or product) Implementing the design o Build and test the solution or product o Identify any problems with the solution or product o If necessary, redesign the solution or product to eliminate any problems in the design Evaluating the solution or the product o Determine if the solution or product solved the problem o Identify the pros and cons of the solution or product The steps of the design can be communicated using descriptions, models, and drawings. A scientific model is an idea that allows us to create explanations of how the something may work. Models can be physical or mental. It is also essential for students to follow appropriate steps when conducting a controlled scientific investigation. In a controlled scientific investigation some or all of the following steps should be included: Identify a testable question (tests one variable) that can be investigated


Research information about the topic State the hypothesis as a predicted answer to the question, what may be
the possible outcome of the investigation Design an experiment to test the hypothesis, controlling all variables except the independent (manipulated) variable o Plan for independent (manipulated) and dependent (responding) variables o Plan for factors that should be held constant (controlled variables) o List the materials needed to conduct the experiment o List the procedures to be followed o Plan for recording, organizing and analyzing data Conduct the experiment and record data (observations) in tables, graphs, or charts Analyze the data in the tables, graphs, or charts to figure out what the data means (describe the relationship between the variables) Compare the results to the hypothesis and write a conclusion that will support or not support the hypothesis based on the recorded data Communicate the results to others It is not essential for students to compare the processes of a controlled scientific investigation and the technological design process or evaluate a technological design or product on the basis of designated criteria (including cost, time, and materials).
6Sa.5: Use appropriate safety procedures when conducting investigations.
It is essential for students to know that care should be taken when conducting a controlled scientific investigation to make sure that everyone stays safe. Safety procedures to use when conducting science investigations must be: Always wear appropriate safety equipment such as goggles or an apron when conducting an investigation. Be careful with sharp objects and glass. Only the teacher should clean up broken glass. Do not put anything in mouth unless instructed by the teacher. Follow all directions for completing the science investigation. Follow proper handling of animals and plants in the classroom. Keep hands away from eyes when using iron filings. Keep the workplace neat. Clean up when done.
The objective of this indicator is to use appropriate safety procedures when conducting investigations; therefore, the primary focus of assessment should be to apply correct procedures that would be needed to conduct a science investigation. However, appropriate assessments should also require students to identify safety procedures that are needed while conducting an investigation; or recognize when
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Practice all of the safety procedures associated with the activities or investigations conducted. Tell the teacher about accidents or spills right away. Use caution when working with heat sources and heated objects. Wash hands after each activity. It is essential for students to use tools safely and accurately, including a spring scale, beam balance, barometer, and sling psychrometer, when conducting investigations. NOTE TO TEACHER (safety while working with students): Teacher materials have lists of Safety Procedures appropriate for the suggested activities. Students should be able to describe and practice all of the safety procedures associated with the activities they conduct. Most simple investigations will not have any risks, as long as proper safety procedures are followed. Proper planning will help identify any potential risks and therefore eliminate any chance for student injury or harm. Teachers should review with students the safety procedures before doing an activity. Lab safety rules may be posted in the classroom and/or laboratory where students can view them. Students should be expected to follow these rules. A lab safety contract is recommended to notify parents/guardians that classroom science investigations will be hands-on and proper safety procedures will be expected. These contracts should be signed by the student and the parents or guardians and kept on file to protect the student, teacher, school, and school district. In the event of a laboratory safety violation or accident, documentation in the form of a written report should be generated. The report should be dated, kept on file, include a signed witness statement (if possible) and be submitted to an administrator. Materials Safety Data Sheets (MSDS) must be on file for hazardous chemicals.
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safety procedures are being used.
It is not essential for students to go beyond safety procedures appropriate to the kinds of investigations that are conducted in a sixth grade classroom.


6Sb: The student will demonstrate an understanding of structures, processes, and responses of plants that allow them to survive and reproduce. (Life Science) Indicator
6Sb.1: Summarize the characteristics that all organisms share (including the obtainment and use of resources for energy, the response to stimuli, the ability to reproduce, and process of physical growth and development).
It is essential for students to know the characteristics that separate living organisms from nonliving things. All living organisms share the following characteristics: They obtain and use resources for energy All organisms must obtain resources, such as food, oxygen, and water, which provide required energy to perform the basic processes of life, such as growing and developing, or repairing injured parts. Autotrophs (for example plants) provide their own food for energy through the process of photosynthesis, while heterotrophs (for example animals) must find an external source for food. Energy is released from food in most organisms through the process of respiration. They respond to stimuli A stimulus is any change in an organisms surroundings that will cause the organism to react. Examples of environmental stimuli may be changes in the amount of light present, changes in temperature, sound, amount of water, space, amounts or types of food, or other organisms present. The reaction to the stimulus is called a response. It can be an action or behavior performed by the organism. They reproduce Organisms have the ability to reproduce, or produce offspring that have similar characteristics as the parents. There are two basic types of reproduction: o Asexual reproduction: a reproductive process that involves only one parent and produces offspring that is identical to the parent. o Sexual reproduction: a reproductive process that involves two parents. The egg (female reproductive cell) and sperm (male reproductive cell) from these two parents combine to make an offspring that is different from both parents.
Assessment Guidelines
The objective of this indicator is to summarize characteristics that all organisms share; therefore, the primary focus of assessment should be to generalize the major points about characteristics that all organisms share. However, appropriate assessments should also require student to recall or exemplify


They grow and develop Growth is the process whereby the organism becomes larger. Development is the process that occurs in the life of the organism that results in the organism becoming more complex structurally. Organisms require energy to grow and develop. It is not essential for students to know about the origins of life, mitosis or meiosis, or the chemical equations for photosynthesis and respiration
6Sb.2: Recognize the hierarchical structure of the classification (taxonomy) of organisms (including the seven major levels or categories of living thingsnamely, kingdom, phylum, class, order, family, genus, and species).
It is essential for students to know that all flowering plants have similar life cycles. These life cycles include distinct stages. These stages include: Germination When seeds are dispersed from the parent plant, they can either lay dormant or they can begin to grow immediately given the right conditions. This early stage of seed growth is called germination. The roots begin to grow down, while the stem and leaves grow up. Plant development Over time the seed grows into a mature plant with the structures necessary to produce more plants. Fertilization When pollen, which is produced in the stamen of a flower, transfers from stamen to pistil (pollination) and then enters the ovule, which is located in the ovary of a flower, fertilization occurs. Seed production Once the ovule is fertilized it develops into a seed. A fruit (fleshy, pod, or shell) then develops to protect the seed. Seeds are structures that contain the young plant surrounded by a protective covering. It is not essential for students to know how reproduction occurs in nonvascular plants, cone bearing plants, or spore-producing plants.
The objective of this indicator is to summarize each of the processes in the life cycle of flowering plants; therefore, the primary focus of assessment should be to generalize the major points about the life cycle of seed plants (including germination, plant development, fertilization, and seed production). However, appropriate assessments should also require students to identify the individual stages; illustrate the life cycle stages using words, pictures, or diagrams; or classify by sequencing the stages of the life cycle.


Differences in the time to complete a plants life cycle, such as annual, biennial, or perennial, are interesting but not essential. Plant meiosis is also not essential.
6Sb.3: Compare the characteristic structures of various groups of plants (including vascular or nonvascular, seed or spore-producing, flowering or cone-bearing, and monocot or dicot).
It is essential for students to know that organisms in the Plant Kingdom are classified into groups based on specific structures. All plants are included in this kingdom, which is then broken down into smaller and smaller divisions based on several characteristics, for example: How they absorb and circulate fluids vascular or nonvascular; How they reproduce spores or seeds; Method of seed production cones or flowers; Type of seed leaf monocot or dicot. Plants are commonly classified into two major groups based on their internal structures. These two groups are vascular and nonvascular. Vascular Plants This is the largest group in the Plant Kingdom. These plants have a well-developed system for transporting water and food; therefore, they have true roots, stems, and leaves. Vascular plants have tube-like structures that provide support and help circulate water and food throughout the plant. Xylem transport water and minerals from the roots to the rest of the plant. Phloem transport food from the leaves to the rest of the plant. Examples include trees and many shrubs with woody stems that grow very tall and grasses, dandelions, and tomato plants with soft herbaceous stems. Nonvascular Plants These plants do not have a well-developed system for transporting water and food; therefore, do not have true roots, stems, or leaves. They must obtain nutrients directly from the environment and distribute it from cell to cell throughout the plant. This usually results in these plants being very small in size. Examples include mosses, liverworts, and hornworts.
The objective of this indicator is to compare the characteristic structures of various groups of plants; therefore, the primary focus of assessment should be to detect similarities and differences between the various groups (including vascular and nonvascular, seed and spore-producing, flowering and conebearing, and monocot and dicot). However, appropriate assessments should also require students to identify the different plant groups and their characteristics; classify plants into the various groups based on their characteristics; or exemplify various groups of plants based on their characteristics.


The following classifications can also be used to group plants. Seed-producing Seed-producing plants are plants that reproduce through seeds. Seed plants make their own seeds. Seeds contain the plant embryo (the beginnings of roots, stems, and leaves) and stored food (cotyledons) and are surrounded by a seed coat. From those seeds, new plants grow. There are two major groups of seed-producing plants: cone-bearing plants and flowering plants. Spore-producing Spore-producing plants are plants that produce spores for reproduction instead of seeds. Spores are much smaller than seeds. Almost all flowerless plants produce spores. Examples include mosses and ferns. Flowering Plants Flowering plants differ from conifers because they grow their seeds inside an ovary, which is embedded in a flower. The flower then becomes a fruit containing the seeds. Examples include most trees, shrubs, vines, flowers, fruits, vegetables, and legumes. Cone-bearing Plants Most cone-bearing plants are evergreen with needle-like leaves. Conifers never have flowers but produce seeds in cones. Examples include pine, spruce, juniper, redwood, and cedar trees. Monocot A seed with one food storage area is called a monocotyledon, or monocot. Flowers of monocots have either three petals or multiples of three. The leaves of monocots are long and slender with veins that are parallel to each other. The vascular tube structures are usually scattered randomly


throughout the stem. Examples include grass, corn, rice, lilies, and tulips. Dicot A seed with two food storage areas is called a dicotyledon, or dicot. Flowers of dicots have either four or five petals or multiples of these numbers. The leaves are usually wide with branching veins. The vascular tube structures are arranged in circular bundles. Examples include roses, dandelions, maple, and oak trees. It is not essential for students to know specific structures of nonvascular plants or the stages of reproduction in spore-producing plants. The terms gymnosperm and angiosperm need not be used at this time. Students do not need to know the origin or evolution of the plant kingdom.
6Sb.4: Summarize the basic functions of the structures of a flowering plant for defense, survival, and reproduction.
It is essential for students to know that flowering plants have special structures that function for defense, survival, and reproduction. Structures for Defense Plants have structures for defense that protect them from threats and without these defenses the plant might die. Examples of natural defenses that plants have developed over time may be thorns that can defend the plant from being eaten by some animals fruits and leaves with poisons so that they are not eaten by animals the ability to close its leaves when touched (thigmotropism) Structures for Survival Plants have structures that allow them to survive in their habitats when the conditions are not suitable. Examples of parts of flowering plants that function for survival may be: Leaves function as the site of photosynthesis, respiration, and transpiration in plants. Stems support the plant and hold the leaves up to the light. Stems also function as food storage sites. o The xylem in the stems transports water from the roots to the leaves and other plant parts.
The objective of this indicator is to summarize the basic functions of the structures of flowering plants; therefore, the primary focus of assessment should be to generalize points about the various structures needed for defense, survival, and reproduction. However, appropriate assessments should also require student too identify the parts of a flower used for reproduction; identify structures in plants used for defense, survival, or reproduction; illustrate a flower or plant structures using words, pictures, or diagrams; or classify a structure based on its function for defense, survival, or reproduction.

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o The phloem in the stems transport food made in the leaves to growing parts of the plant. Roots help anchor the plant in the ground. They also absorb water and nutrients from the soil and store extra food for the plants. The more surface area on the root that is available, the more water and nutrients it can absorb. Root hairs help to increase this surface area. There are two types of roots: fibrous roots and taproots. Fibrous roots consist of several main roots that branch off to form a mass of roots. o Examples are grass, corn, and some trees. Taproots consist of one large, main root with smaller roots branching off. Examples are carrots, dandelions, or cacti. Seeds have special structures that allow them to be dispersed by wind, water, or animals. The seeds coat helps protect the embryo from injury and also from drying out. Structure for Reproduction Parts of the flowering plant that function in reproduction include: Flowers Flowers produce seeds. Many flowers contain both male and female parts needed to produce new flowers. Flower petals are often colorful or have a scent to attract insects and other animals. Stamen The male part of a flower that has an anther on a stalk (filament). The anther produces the pollen that contains the sperm cells. Pistil The female part of the flower that contains The ovary, which contains the ovules where the egg cells are produced, the stigma, which is the sticky top where pollen grains land, and


the style, which is a stalk down which the pollen tube grows after pollination has taken place Seed The ovule that contains the fertilized egg (embryo) from which new plants are formed. A fruit that is formed from the ovary often protects them. It is not essential for students to know the cell layers of leaf structures or other structures of roots or stems.
6Sb.5: Summarize each process in the life cycle of flowering plants (including germination, plant development, fertilization, and seed production).
It is essential for students to know that all flowering plants have similar life cycles. These life cycles include distinct stages. These stages include: Germination When seeds are dispersed from the parent plant, they can either lay dormant or they can begin to grow immediately given the right conditions. This early stage of seed growth is called germination. The roots begin to grow down, while the stem and leaves grow up. Plant development Over time the seed grows into a mature plant with the structures necessary to produce more plants. Fertilization When pollen, which is produced in the stamen of a flower, transfers from stamen to pistil (pollination) and then enters the ovule, which is located in the ovary of a flower, fertilization occurs. Seed production Once the ovule is fertilized it develops into a seed. A fruit (fleshy, pod, or shell) then develops to protect the seed. Seeds are structures that contain the young plant surrounded by a protective covering. It is not essential for students to know reproduction occurs in nonvascular plants, cone bearing plants, or spore-producing plants. Differences in the time to complete a plants life
The objective of this indicator is to summarize each of the processes in the life cycle of flowering plants; therefore, the primary focus of assessment should be to generalize the major points about the life cycle of seed plants (including germination, plant development, fertilization, and seed production). However, appropriate assessments should also require students to identify the individual stages; illustrate the life cycle stages using words, pictures, or diagrams; or classify by sequencing the stages of the life cycle.


cycle, such as annual, biennial, or perennial, are interesting but not essential. Plant meiosis is also not essential.
6Sb.6: Differentiate between the processes of sexual and asexual reproduction of flowering plants.
It is essential for students to know the difference between sexual
and asexual reproduction in flowering plants.

Sexual reproduction A process of reproduction that requires a sperm cell (in pollen) and an egg cell (in the ovule) to combine to produce a new organism. All flowering plants undergo sexual reproduction. Asexual reproduction A process of reproduction that involves only one parent plant or plant part and produces offspring identical to the parent plant. Many plants can grow new plants asexually from their plant parts. If a plant is cut or damaged; it can sprout new growth from the stems, roots, or leaves. Plants use a variety of parts to produce new plants such as: Tubers, bulbs These are all types of underground stems. The eyes or buds of tubers, for example potatoes, grow into roots and shoots to produce a new plant. Bulbs, for example onions, are big buds made of a stem and special types of leaves. Runners These are all types of stems that run along the ground. New strawberries or some ivy grow from the tips of runners. Many lawn grasses grow from runners. Stem Cuttings When a piece of cut stem is planted, roots may form from the cutting, and then a full plant develops. Sugar cane and pineapple are examples of plants grown from stem cuttings. Roots Some fruit trees and bushes send up suckers or new shoots from
The objective of this indicator is to differentiate between sexual and asexual reproduction in plants; therefore, the primary focus of assessment should be to distinguish between processes and structures that result in asexual reproduction from those that result in sexual reproduction in plants. However, appropriate assessments should also require students to identify the requirements for sexual reproduction in flowering plants; exemplify asexual reproduction in plants; or identify structures that allow asexual plant reproduction to take place


the roots. Some plants have roots that can produce new plants from root pieces, such as a sweet potato. Leaves Some houseplants produce little plants right on their leaves. For example, African violets can produce plants from leaves placed on top of soil. It is not essential for students to know how reproduction occurs in nonvascular plants, cone bearing plants, or spore-producing plants.
6Sb.7: Summarize the processes required for plant survival (including photosynthesis, respiration, and transpiration).
It is essential for students to know that plants are organisms that perform certain processes necessary for survival. Photosynthesis Plants are organisms that make their own food, a simple sugar, for survival. The process by which they make this sugar is called photosynthesis. Chloroplasts, found in the cells of the leaf, contain chlorophyll, a green pigment that absorbs light energy. During this process, plants use carbon dioxide gas from the air (taken in through openings, or pores, in the leaf called stomata) and water (taken in through the roots) to make sugar (food) in the leaves. During the process of photosynthesis, oxygen is also produced. The oxygen is released into the air through the stomata. Photosynthesis is the process that provides the oxygen in the atmosphere that most living organisms need. Respiration The food (sugar) created through the process of photosynthesis is used to provide energy needed by the plants to perform life functions. To obtain the energy from the food it produces, plants must break down the sugar in the cells throughout the plant in a process called respiration. In this process, oxygen from the air (taken in through the stomata) combines with the sugar, which is then broken down into carbon dioxide and water. During this process, energy is released. This energy can now be used
The objective of this indicator is to summarize plant processes necessary for survival; therefore, the primary focus of assessment should be to generalize the major points about the processes of photosynthesis, respiration, and transpiration. However, appropriate assessments should also require student to identify the component plant parts necessary for photosynthesis, respiration, and transpiration; illustrate the movement of water, oxygen, carbon dioxide and food through the plant; compare photosynthesis and respiration in terms of starting materials and what is produced; or recall the function of these processes in plants.

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by the plant to perform life functions. The carbon dioxide and water that are formed are then given off through the stomata in the leaves.
Transpiration Some of the water taken in through the roots of plants is used in the process of photosynthesis. However, plants lose most of the water through the leaves. This process is called transpiration. Without a way to control transpiration, plants would wither up and die. Fortunately, plants are able to slow down transpiration. Guard cells, mostly on the underside of the leaf, open and close the stomata. When the stomata are closed, water cannot escape from the leaf. It is not essential for students to know the chemical formulas for photosynthesis and respiration. The light and dark dependent reactions of photosynthesis as well as the steps for respiration are not essential. Students do not need to know the internal leaf structural layers.
6Sb.8: Explain how plants respond to external stimuli (including dormancy and the forms of tropism known as phototropism, gravitropism, hydrotropism, and thigmotropism).
It is essential for students to know that plants respond to changes in their environments. These responses (the reply to the change in the environment, or stimulus) vary depending on the specific environmental stimulus (a change in the environment that causes a response or a reaction). Under certain conditions, when a mature plant or seed becomes or remains inactive, it is said to be dormant. Dormancy is a period of time when the growth or activity of a plant or seed stops due to changes in temperature or amount of water. Dormancy allows various species to survive in particular environments. It helps to ensure that seeds will germinate when conditions are favorable for survival of the small seedlings. For example leaves fall from trees prior to the conditions of winter and the leaf buds do not open again until conditions are favorable in the spring. Plants respond to changes in the environment by growing or moving
The objective of this indicator is to explain how plants respond to external stimuli; therefore, the primary focus of assessment should be to construct a cause-and-effect model of plants responding to external stimuli through dormancy or tropisms. However, appropriate assessments should also require students to identify the responses of plants including dormancy and tropisms; exemplify tropisms in plants; or illustrate the forms of tropism using words, pictures, or diagrams.


their stems, roots, or leaves toward or away from the stimulus. This response, or behavior, is called a tropism. Examples of plant tropisms include: Phototropism The way a plant grows or moves in response to light Gravitropism The way a plant grows or moves in response to gravity; also called geotropism Hydrotropism The way a plant grows or moves in response to water Thigmotropism The way a plant grows or moves in response to touch It is not essential for students to know other tropisms, negative or positive tropisms, or the internal causes for tropisms
6Sb.9: Explain how disease-causing fungi can affect plants.
It is essential for students to know that fungi are a kingdom of organisms that do not make their own food. Many types of fungi must grow in or on other organisms, such as plants. These fungi, for example grain mold, corn smut, and wheat rust, cause diseases in those plants that result in huge crop losses. Diseases caused by fungi may also affect other important crops, such as rice, cotton, rye, and soybeans. If a fungus infects a tree, fruit, or grass; it can eventually kill the plant. NOTE TO TEACHER: Students should know that even though fungi can be harmful to plants, they are also helpful as decomposers, as a source of penicillin (medicine), and as food. It is not essential for students to know about fungi that cause diseases in humans (including Athletes foot) as this will be studied further in 7th grade.
The objective of this indicator is to explain the effects of disease-causing fungi on plants; therefore, the primary focus of assessment should be to construct a cause-an-effect model of the ways that plants are affected by fungi. However, appropriate assessments should also require students to recognize fungi that cause disease in plants; or recall that not all fungi are harmful.


6Sc: The student will demonstrate an understanding of structures, processes, and responses of animals that allow them to survive and reproduce. (Life Science) Indicator
6Sc.1: Compare the characteristic structures of invertebrate animals (including sponges, segmented worms, echinoderms, mollusks, and arthropods) and vertebrate animals (fish, amphibians, reptiles, birds, and mammals).
It is essential for students to know that the Animal Kingdom is divided into 35 different phyla. These phyla can be classified into two groups (vertebrates or invertebrates) based on external and internal physical characteristics. However, all animals share several common characteristics: o Their bodies are multi-cellular. o They are heterotrophs (cannot make their own food) and must get their energy by eating plants or other animals. o Their major functions are to obtain food and oxygen for energy, keep their internal conditions in balance, move, and reproduce. Vertebrates comprise only one phylum of animals. They include fish, amphibians, reptiles, birds, and mammals. Vertebrates share certain physical characteristics: They have backbones, an internal skeleton (endoskeleton), and muscles. They have blood that circulates through blood vessels and lungs (or gills) for breathing. They have a protective skin covering. Most have legs, wings, or fins for movement. They have a nervous system with a brain that processes information from their environment through sensory organs. Vertebrates differ in the way that they control their body temperature. In some (fishes, amphibians, and reptiles), their body temperature is close to that of their environment. They are considered cold-blooded, or ectothermic. In others (birds and mammals), their body temperature stays constant regardless of the temperature of the environment. They are called warm-blooded, or endothermic. Examples of vertebrates include:
The objective of this indicator is to compare the characteristic structures of vertebrates and invertebrates; therefore, the primary focus of assessment should be to detect ways that these organisms are alike and different. However, appropriate assessments should also require students to identify specific invertebrate and vertebrate groups based on a description of characteristics; illustrate the different kinds of vertebrates and invertebrates by their distinctive differences; or classify an animal into a particular group based on its characteristics.


Fish Are cold-blooded (ectothermic); obtain dissolved oxygen in water through gills; most lay eggs; have scales; have fins; and live in water.
Amphibians Are cold-blooded (ectothermic); most can breathe in water with gills as young, and breathe on land with lungs as adults; go through metamorphosis; lay jelly-like eggs. The major groups of amphibians are frogs, toads, and salamanders. Frogs and salamanders have smooth, moist skin, through which they can breathe and live part of their life in water and part on land. Toads have thicker, bumpy skin and live on land. Reptiles Are cold-blooded (ectothermic); breathe with lungs; most lay eggs, although in some the eggs hatch inside the female; and have scales or plates. Birds Are warm-blooded (endothermic); breathe with lungs; lay eggs; have feathers; and have a beak, two wings, and two feet. Mammals Are warm-blooded (endothermic); breathe with lungs; most have babies that are born live; have fur or hair; and produce milk to feed their young. Invertebrates comprise the remaining phyla of the Animal Kingdom. They include sponges, segmented worms, echinoderms, mollusks, and arthropods. Invertebrates share certain characteristics: They do not have backbones or internal skeletons. Some have external skeletons, called exoskeletons. Examples of invertebrates include: Sponges Very simple animals that have many pores (holes) through which water flows.


Water moves into a central cavity and out through a hole in the top. Sponges obtain their food and eliminate wastes through this passage of water. They have specialized cells for obtaining food and oxygen from the water. Segmented worms Have long tube-like bodies that are divided into segments. They are the simplest organisms with a true nervous system and blood contained in vessels. A long digestive tube runs down the length of the worms inner body. Worms take in dissolved oxygen from the water through their skin. Examples of segmented worms may be earthworms and leeches. Echinoderms Have arms that extend from the middle body outwards. They have tube feet that take in oxygen from the water and spines. Examples may be sea stars, brittle stars, sea cucumbers, or sea urchins. Mollusks Have soft bodies; most have a thick muscular foot for movement or to open and close their shells. They have more developed body systems than sponges or worms. They take in oxygen through gills or lungs, and some have shells. Examples may be slugs, snails, clams, and octopuses. Arthropods Have jointed legs, segmented bodies, and some have wings. They have hard outer coverings called exoskeletons. They obtain oxygen from the air through gills or air tubes. Examples may be insects, arachnids, and crustaceans. It is not necessary for students to know the classification systems for the vertebrates and invertebrates, life cycles of the various animal groups, other types of worms, other groups of invertebrates, or the major organs, systems or complete anatomy of each group of animals.


6Sc.2: Summarize the basic functions of the structures of animals that allow them to defend themselves, to move, and to obtain resources.
It is essential for students to know that animals have special structures that enable them to survive in their environment. These structures allow them to defend themselves, to move, and to obtain resources. Structures for defense Allow an animal to hide from a predator or warn a predator (for example skin color (camouflage) or patterns (mimicry)) Allow an animal to make a direct attack painful (for example horns, claws, quills, stingers, or venom) Allow an animal to change its size prevent a direct attack (for example shells, emitting smells or body fluids (ink), or mechanisms) Allow an animal to flee or hide from predators (for example body design), sensory organs, legs (for example for speed or for jumping), wings, or light-weight skeletons (for example flight) Allow an animal to construct holes or tunnels to run into and hide or to climb (for example paws or toenails) Structures for movement Allow animals to move to fulfill their needs such as finding food and escaping predators (for example legs, feet and arms, tails, fins, wings, body design, skeleton) Structures to obtain resources Allow an animal to chew, tear, and eat its food or drink (for example mouth parts including beaks, teeth, flexible jaws, tongues, tubeshaped) Allow an animal to grab and hold its food (for example tentacles, pincers, claws, fangs) Allow an animal to consume food found in the water(for example filtering structures for filter feeders in sponges or clams) It is not essential for students to know the complete anatomy or any specialized structures for the various groups of animals. The objective of this indicator is to summarize basic functions of structures for defense, movement, and resource obtainment; therefore, the primary focus of assessment should be to generalize major points about the parts of an organism that allow for these functions. However, appropriate assessments should also require students to identify individual structures and their primary functions; exemplify or illustrate structures using words, pictures, or diagrams; or classify structures by their functions.


6Sc.3: Compare the response that a warmblooded (endothermic) animal makes to a fluctuation in environmental temperature with the response that a coldblooded (ectothermic) animal makes to such a fluctuation.
It is essential for students to know the characteristics of endothermic and ectothermic animals and how these animals respond to changes in their environmental temperatures. Animals that are vertebrates differ in their abilities to regulate body temperature. Warm-blooded (endothermic) Animals, including birds and mammals, which maintain a nearly constant internal temperature and do not change with the temperature of the environment. When the outside temperature is too hot, an endothermic animal can cool off by sweating, panting, changing position, or changing location. Sweating and panting generate heat loss through evaporating water. Changing position and location allow the animal to find a cooler environment in the shade or shelter. Endothermic animals must eat much more often than ectothermic animals since it takes energy to maintain a constant body temperature. For example, a lion must eat its weight in food every seven to ten days. Cold-blooded (ectothermic) Animals, including fish, amphibians, and reptiles, which have an internal body temperature that changes with the temperature of the environment. They must gain heat to perform internal activities (for example digestion). If the environment is cold, ectothermic animals become slow moving and sluggish. Some animals must bask in the Sun (for example snakes or lizards) or move to a warmer area (for example some fish) before they can move about to hunt for food. If the temperature gets too hot, ectothermic animals will need to find a cooler temperature or burrow in the ground to keep its body cool. If an animal is cold blooded, they take on the temperature of their surroundings so they don't have to use food energy to keep warm. This means they don't have to eat as often. It is not essential for students to understand the chemical processes involved with warm-blooded and cold-blooded animals. Assessment Guidelines: The objective of this indicator is to compare responses of cold-blooded (ectothermic) and warm-blooded (endothermic) organisms to their environment; therefore, the primary focus of assessment should be to detect similarities and differences in ectothermic to endothermic organisms. However, appropriate assessments should also require students to identify organisms that are cold-blooded and those that are warm-blooded; exemplify responses that would occur due to changes in the environment; or classify organisms as endothermic or ectothermic.


6Sc.4: Explain how environmental stimuli cause physical responses in animals (including shedding, blinking, shivering, sweating, panting, and food gathering).
It is essential for students to know that animals have physical responses that are caused by environmental stimuli. Examples of animal responses to temperature changes that help maintain internal temperature include: Shedding To maintain internal temperatures, animals may form thick coats of fur or feathers to insulate their body from cold weather; in hot weather animals will shed this extra covering, providing a cooling effect. Sweating Sweating is an organisms major way of getting rid of excess body heat. When sweat evaporates from the surface of the skin, it cools the animal. Panting Panting is another way of getting rid of excess body heat. When an animal pants (breathes heavily), increased air flow causes an increase in evaporation from the animals mouth and lungs, cooling the animal. Shivering Shivering is a mammals mechanism to increase heat production. Shivering is an involuntary response to a drop in the temperature outside or within the body. It is a method that the body uses to increase the rate at which energy is transformed into heat. Examples of common responses to changes in environmental stimuli include: Blinking Blinking is an automatic response that helps to protect the eye. Some animals need to blink to keep their eyes covered with a tear film. This tear film serves to protect the eye from drying out and from potential infection. The objective of this indicator is to explain how environmental stimuli cause physical responses in animals; therefore, the primary focus of assessment should be to construct a cause-and effect model of the various physical responses that animals have due to environmental stimuli. However, appropriate assessments should also require students to recall physical responses of various animals; summarize responses that occur due to environmental stimuli; or exemplify ways that the environment affects animals.


The blink response also serves to protect the eye from being injured if
a foreign object comes near the eye. Food gathering The process of finding food by hunting or fishing or the gathering of seeds, berries, or roots, may be seasonal. o Storing food: Many animals will begin to gather and store food for the winter. Examples of such animals may be squirrels, mice, or beavers. o Storing nutrition in the form of fat: Many animals will overeat and reduce their physical activity to conserve energy in response to environmental stimuli such as cold weather or drought. Examples of such animals may be bears, penguins, walruses, chipmunks, or ants. It is not essential for students to know the chemical mechanisms for the responses studied here.
6Sc.5: Illustrate animal behavioral responses (including hibernation, migration, defense, and courtship) to environmental stimuli.
It is essential for students to know that a complex set of responses to stimuli is called behavior. Behavioral responses refer to how animals cope with changes in their environments. Animals may respond to environmental stimuli through behaviors that include hibernation, migration, defense, and courtship. Hibernation As a result of cold, winter weather (stimulus) some animals will hibernate. Hibernation is a state of greatly reduced body activity, used to conserve food stored in the body. Some animals hibernate for part or all of the winter. The animal's body temperature drops, its heartbeat and breathing slow down, and it uses very little energy. Examples of hibernating animals may be ants, snakes, black bears, beavers, and ground squirrels. Migration Migration is the movement of animals from one place to another in response to seasonal changes. They travel to other places where
The objective of this indicator is to illustrate animal behavioral responses to environmental stimuli; therefore, the primary focus of assessment should be to give examples of animal behavioral responses (including hibernation, migration, defense, and courtship) using pictures, diagrams, or words. However, appropriate assessments should also require students to recall information about behavioral responses; explain how environmental stimuli result in animal behaviors; or summarize animal behaviors that result from environmental stimuli.


food is available. Migrating animals usually use the same routes year after year. The cycle is controlled by changes in the amount of daylight and the weather. Examples of animals that migrate are monarch butterflies, orcas, caribou, and ducks. Defense Defense mechanisms vary with different types of animals. Some examples are: o Camouflage: Some animals have protective coloration to survive changes in its environment. Some animals develop their camouflage in response to the weather; for example the artic fox and snowshoe hare. They develop a white coat for the winter to blend in with the snow and a gray coat in the summer to blend in with the forest. Chameleons and other lizards change colors to blend into the environment to avoid predators. o Smells: Skunks use an offensive odor in response to fear. The skunk turns the predator's sense of smell against it by issuing a stream of oily, foul smelling musk. o Stingers: Wasps and bees use a stinger for protection when frightened or threatened. o Ejection: The black ink cloud of an octopus is a defense mechanism because it gives the animal a chance to escape from a predator. When the horned lizard gets really scared, it shoots blood out of its eyes allowing it time to escape. o Mimicry: When a weaker animal copies stronger animals' characteristics to warn off predators. Some animals may look like another more poisonous or dangerous animal that give it protection, such as a false coral snake or hawk moth caterpillar that looks like a snake. Certain moths have markings that look like eyes and some flower flies resemble black and yellow wasps that have a powerful sting and use this disguise to ward off predators. o Grouping: This social behavior occurs when certain animals travel together in groups to protect individuals within the group or to fool a predator into thinking the group is one large organism. Examples may include herds (buffalo, zebra, cattle), packs (wolves), or


schools of fish. Courtship Courtship in animals is usually a behavioral process whereby adults of a species try to attract a potential mate. Courtship behaviors ensure that males and females of the same species recognize each other. Environmental stimuli, such as seasonal changes, will stimulate courtship. Often sensory cues (for example, chemical odor cues, sounds, or color) will serve as courtship attractants in animals. It is not essential for students to know the chemical mechanisms for the behaviors studied here, technologies for tracking the migration of animals, or other types of animal behaviors.
6Sc.6: Summarize how the internal stimuli (including hunger, thirst, and sleep) of animals ensure their survival.
It is essential for students to know that animals have internal stimuli, or cues, including hunger, thirst, and sleep, that ensure their survival. Hunger The importance of hunger is that it cues animals to eat. Animals need food for energy and, therefore, for survival. Thirst The importance of thirst is that it cues animals to take in water. Animals need water since their bodies are mostly made of water. Sleep The importance of sleepiness is that it cues the animal to sleep. Sleep is required to restore the bodys ability to function. It is not essential for students to know the internal chemical mechanisms for the stimuli studied here.
The objective of this indicator is to summarize how internal stimuli of animals ensure their survival; therefore, the primary focus of assessment should be to generalize the main points about internal stimuli (including hunger, thirst, and sleep) and their affects on animal behavior. However, appropriate assessments should also require students to identify internal stimuli (cues); exemplify responses to internal stimuli; or compare animals survival responses to internal stimuli.
6Sc.7: Compare learned to inherited behaviors in animals.
It is essential for students to know that a behavior is an activity or action, in response to changes in the environment, which helps an organism survive. Some animal behaviors result from direct observations or experiences
The objective of this indicator is to compare learned to inherited behaviors in animals; therefore, the primary focus of assessment should be to detect

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and are called learned behaviors. Imprinting is a behavior in which newborn animals recognize and follow the first moving object they see. Usually, this moving object is the mother. The imprinting behavior cannot be reversed. Conditioning (which includes trial-and-error learning) is a behavior in which an animal learns that a particular stimulus and its response to that stimulus will lead to a good or bad result. For example, chimpanzees learn to use small sticks to dig in the soil for insects, or a child learns that touching a hot object will cause pain. Some animal behaviors are passed from the parent to the offspring and are with the animal from birth. These are called inherited behaviors, or instincts. Some examples of instincts are: The ability to swim, for example in whales or fish, is an inherited behavior. Whales and fish do not need to be taught how to swim. Crying in babies is an inherited behavior that is often a response to hunger, thirst, or sleepiness. When a snail digs a hole to lay its eggs, a bird builds a special kind of nest, or when a fiddler crab waves its claw to attract a female, the animals are acting on instinct. It is not essential for students to know how inherited traits are passed from parents to offspring through genetics. similarities and differences between behaviors that animals learn and those they are born knowing how to do. However, appropriate assessments should also require students to identify a particular behavior as learned or inherited; summarize behaviors that are learned and behaviors that are inherited; exemplify behaviors that would occur due to learning or inheritance; or classify behaviors as learned or inherited.
6Sd: The student will demonstrate an understanding of the relationship between Earths atmospheric properties and processes and its weather and climate. (Earth Science) Indicator
6Sd.1: Compare the composition and structure of Earths atmospheric layers (including the gases and differences in temperature and pressure within the layers).

The objective of this indicator is to compare the composition and structure of Earths atmospheric layers; therefore, the primary focus of assessment should be to detect similarities and differences between the layers (including the gases and differences in temperatures and pressure within the layers).


It is not essential for students to know the exact distance between each layer or the temperature of the layers. The chemistry of the gas particles (such as H2 is an element and CO2 is a compound) is not expected at this grade level. They do not need to compare the properties of pure air with the air containing particulate matter and unnatural gases, polluted air. However, appropriate assessments should also require students to identify common gases or the layer where weather occurs; recall where the ozone layer is located; or classify by sequencing the layers
6Sd.2: Summarize the interrelationships among the dynamic processes of the water cycle (including precipitation, evaporation, transpiration, condensation, surfacewater flow, and groundwater flow).
It is essential for students to It is essential for students to know The objective of this indicator is to that water is always moving between the atmosphere (troposphere) and summarize the interrelationships among surface of Earth. Each components of the water cycle process has the processes of the water cycle; certain conditions under which each form of precipitation develops: therefore, the primary focus of assessment should be to generalize Precipitation major points about the parts of the After condensation occurs (forming clouds), water droplets fall in various forms of precipitation rain, snow, freezing rain, sleet, or hail, water cycle (including precipitation, depending upon weather conditions. evaporation, transpiration, Temperature variations within clouds and/or within the region between condensation, surface-water flow, and the cloud and Earth allows for the various forms of precipitation. groundwater flow). Evaporation/Transpiration Water enters the atmosphere as water vapor through evaporation and transpiration, plants releasing water vapor. Condensation Condensation happens in the atmosphere as water vapor changes to water droplets. Clouds form as a result of condensation. Dew forms when water vapor condenses directly onto a surface; Frost forms when water vapor changes from gas directly to ice crystals on a surface when the temperature at which condensing would take place is at the freezing point or below. Run-off If precipitation falls on land surfaces, it always attempts to move back toward sea level as surface-water flow or groundwater flow. The surface that receives the precipitation determines its flow back towards sea level. Examples are: However, appropriate assessments should also require students to identify parts of the water cycle; compare one part of the water cycle with another; or illustrate parts of the water cycle using words, drawings, diagrams, or symbols.


Water will remain on the surface when the surface is not porous or the precipitation is falling too fast for the water to sink into the ground. Water will sink into the ground when the surface is porous and there is lots of space in the soil to hold the water. It is not essential for students to know what happens to the individual water particles as they change from one state of matter to another.
6Sd.3: Classify shapes and types of clouds according to elevation and their associated weather conditions and patterns.
It is essential for students to that clouds that form from the condensation of water vapor are classified by a basic shape and associated weather conditions and patterns. Clouds can be classified in three major groups: Cumulus Clouds formed at medium or low elevation. Cumulus clouds are puffy with flat bottoms. When cumulus clouds are white they often signal fair weather, but when they are darker, they may signal rain or thunderstorms. Cirrus Clouds formed at high elevations; wispy clouds usually consisting of ice crystals that signal fair weather or may also signal an approaching warm front. Stratus Clouds formed at medium or low elevation; spread out layer upon layer covering a large area As stratus clouds thicken, precipitation usually occurs over that area. It is also essential for students to know the names of many clouds are a combination of one of the three basic shapes and a prefix or suffix. The basic shape name can be combined with the appropriate prefix or suffix listed below as clues to the weather conditions that may result. Combinations of those shapes can be used with nimbus, which means rain, for example, cumulonimbus or nimbostratus. A cumulonimbus cloud, also called a thunderhead, is often part of thunderstorm conditions that may accompany a cold front.
The objective of this indicator is to classify shapes and types of clouds according to elevation and their associated weather conditions and patterns; therefore, the primary focus of assessment should be to determine the cloud category based on the description. However, appropriate assessments should also require students to recognize a cloud types based on a description; illustrate cloud shapes or types through pictures or words; or compare weather conditions associated with cloud types.


The prefix alto- may also be used to indicate medium-level clouds formed at about 2-6 kilometers up into the atmosphere, for example, altocumulus or altostratus. Clouds that form when condensation occurs at or near the ground are called fog. It is not essential for students to know the details of cloud formation, condensation nuclei and dew point. Knowing the numerous combinations of cloud names is also not essential.
6Sd.4: Summarize the relationship of the movement of air masses, high and low pressure systems, and frontal boundaries to storms (including thunderstorms, hurricanes, and tornadoes) and other weather conditions.
It is essential for students to know that clouds that form from the condensation of water vapor are classified by a basic shape and associated weather conditions and patterns. Clouds can be classified in three major groups: Cumulus Clouds formed at medium or low elevation. Cumulus clouds are puffy with flat bottoms. When cumulus clouds are white they often signal fair weather, but when they are darker, they may signal rain or thunderstorms. Cirrus Clouds formed at high elevations; wispy clouds usually consisting of ice crystals that signal fair weather or may also signal an approaching warm front. Stratus Clouds formed at medium or low elevation; spread out layer upon layer covering a large area As stratus clouds thicken, precipitation usually occurs over that area. It is also essential for students to know the names of many clouds are a combination of one of the three basic shapes and a prefix or suffix. The basic shape name can be combined with the appropriate prefix or suffix listed below as clues to the weather conditions that may result. Combinations of those shapes can be used with nimbus, which
The objective of this indicator is to classify shapes and types of clouds according to elevation and their associated weather conditions and patterns; therefore, the primary focus of assessment should be to determine the cloud category based on the description. However, appropriate assessments should also require students to recognize a cloud types based on a description; illustrate cloud shapes or types through pictures or words; or compare weather conditions associated with cloud types.


means rain, for example, cumulonimbus or nimbostratus. A cumulonimbus cloud, also called a thunderhead, is often part of thunderstorm conditions that may accompany a cold front. The prefix alto- may also be used to indicate medium-level clouds formed at about 2-6 kilometers up into the atmosphere, for example, altocumulus or altostratus. It is not essential for students to know the details of cloud formation, condensation nuclei and dew point. Knowing the numerous combinations of cloud names is also not essential
6Sd.5: Use appropriate instruments and tools to collect weather data (including wind speed and direction, air temperature, humidity, and air pressure).
It is essential for students to know that in order to understand the conditions in weather systems and be able to make weather forecasts as precise as possible, weather data must be accurately collected. NOTE TO TEACHER: Students must be able to use (not make) and accurately measure using the following instruments: Anemometer A tool used to measure wind speed in miles per hour. Wind vane A tool used to measure wind direction. Sometimes referred to as a wind-weather vane or a wind sock. Wind direction is described by the direction from which the wind is blowing. Thermometer A tool used to measure air temperature in degrees Fahrenheit or Celsius. Sling Psychrometer A two-thermometer instrument also referred to as a wet-dry bulb used to measure relative humidity (the amount of water vapor in the air). Temperatures readings are converted using a relative humidity table. Barometer A tool used to measure air pressure in inches of mercury or millibars (mb).
The objective of this indicator is to use appropriate instruments and tools to collect weather data; therefore, the primary focus of assessment should be to apply a procedure to the tool that would be needed to measure wind speed, wind direction, air temperature, humidity, and air pressure. However, appropriate assessments should also require students to identify weather instruments that measure certain weather conditions; interpret the reading on the instrument for accurate data; or interpret the scale on weather instruments.


Rain gauge A tool used for measuring the amount of precipitation in inches or centimeters It is not essential for students to know make any of these instruments; they need to use them to collect weather data accurately. Students do not need to know how to use a hygrometer.
6Sd.6: Predict weather conditions and patterns based on weather data collected from direct observations and measurements, weather maps, satellites, and radar.
It is essential for students to know weather conditions and patterns can be predicted based on weather data collected from various sources. Direct Observations and Measurements Basic weather conditions can be observed and/or measured (using the instruments listed in 6-2.5) or obtained from meteorologists at national weather data collection sites. In order to make weather predictions, the data should be collected on a regular basis over a period of time. This allows for the development of patterns in weather conditions from the analysis of the data. For example, a hurricanes path can be predicted using data on its position over time (plotted on a hurricane tracking map), thereby allowing meteorologists to make predictions concerning the possible warnings to land areas in the hurricanes path. Weather maps Weather maps can help predict weather patterns by indicating high or low pressure systems (isobars), movement of air masses and fronts, or temperature ranges (isotherms). Station models from specific locations provide information that can also be used to predict weather patterns. Information found on a station model can include cloud cover, temperature (85F), wind direction and speed, precipitation (* snow, rain), or barometric pressure (1002 mb). Satellites
The objective of this indicator is to predict weather conditions and patterns based on weather data collected from direct observations and measurements, weather maps, satellites, and radar; therefore, the primary focus of assessment should be to take the presented materials from direct observations and measurements, from weather maps, satellite images, and radar and use that information to show what might happen to local or national weather conditions. However, appropriate assessments should also require students to interpret a weather map, station model, or hurricane tracking map; compare a series of weather maps to show patterns or weather system movement; or identify weather symbols commonly found on weather maps.


Satellite images are used for seeing cloud patterns and movements. For example, hurricane clouds and movement can be observed using satellite images.
Radar Radar images can be used to detect cloud cover, rainfall or storm location, intensity, and movement, as well as the potential for severe weather (for example, hurricanes or tornadoes). It is not essential for students to know how to draw weather maps or isobar or isotherm lines. Students do not need to identify other information found on a station model such as the types of clouds, dew point, types of precipitation (other than snow or rain) or change in barometric pressure.
6Sd.7: Explain how solar energy affects Earths atmosphere and surface (land and water).
It is essential for students to know that the driving energy source for heating of Earth and circulation in Earths atmosphere comes from the Sun and is known as solar energy. Some of the Suns energy coming through Earths atmosphere is reflected or absorbed by gases and/or clouds in the atmosphere. The land heats up and releases its heat fairly quickly, but water needs to absorb lots of solar energy to warm up. This property of water allows it to warm more slowly but also to release the heat energy more slowly. It is the water on Earth that helps to regulate the temperature range of Earths atmosphere. Solar energy that is absorbed by Earths land and water surfaces is changed to heat that moves/radiates back into the atmosphere (troposphere) where the heat cannot transmitted through the atmosphere so it is trapped, a process known as the greenhouse effect. It is not essential for students to know the electromagnetic spectrum as part of solar (radiant) energy. Students do not have to explain the greenhouse effect in its negative terms based on excess greenhouse gases in the atmosphere.
The objective of this indicator is to explain how solar energy affects Earths atmosphere and surface (land and water); therefore, the primary focus of assessment should be to construct a cause and effect model of solar energys impact on Earths atmosphere and on the land and water surfaces. However, appropriate assessments should also require students to summarize the process known as the greenhouse effect; or identify factors in the atmosphere that would either reflect or absorb solar energy.
6Sd.8: Explain how
It is essential for students to know that because warm air near Earths surface rises and then cools as it goes up, a convection current
The objective of this indicator is to explain how convection affects weather

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convection affects weather patterns and climate.
is set up in the atmosphere. There are three atmospheric convection areas in the northern hemisphere and three in the southern hemisphere. the tropical region begins at the equator and extends to the about 30 degrees north latitude; the temperate region extends from there to about 60 degrees north latitude, and the polar region extends from there to the north pole, 90 degrees north latitude. NOTE TO TEACHER: Students will focus their understanding on the northern hemisphere convection regions, or cells: Convection happens on a global scale in the atmosphere and causes global winds. These winds then move weather systems and surface ocean currents in particular directions. Due to the spinning of Earth, the weather systems in these regions move in certain directions because the global wind belts are set up (6-Sd.9). On a smaller scale, convection currents near bodies of water can cause local winds known as land and sea breezes. The surface currents of Earths oceans that circulate warm and cold ocean waters in convection patterns also influence the weather and climates of the landmasses nearby. The warm Gulf Stream current water influences the eastern Atlantic shoreline of the United States, while the cold California current influences its western Pacific shoreline. Because of the unequal heating of Earth, climate zones (tropical, temperate, and polar) occur. Since temperature is a major factor in climate zones, climate is related o to the convection regions at various latitudes, o to temperature differences between the equator and the poles, and also o to warm and cold surface ocean currents patterns and climate; therefore, the primary focus of assessment should be to construct a cause-and-effect model of convections impact on Earths convection regions, global winds, ocean surface currents, and climate. However, appropriate assessments should also require students to interpret diagrams related to convection; compare convection regions to the global wind belts; or identify the convection regions or ocean currents that influence climate along the coasts of the United States.


It is not essential for students to locate, classify, or identify the characteristics of various global climate regions. This indicator is not a complete study on the conditions related to climate. Climate is only related as an effect of global convection.
6Sd.9: Explain the influence of global winds and the jet stream on weather and climatic conditions.
It is essential for students to know that global winds are found in each convection region (6Sd.8). Because convection cells are in place in the atmosphere and Earth is spinning on its axis, these global winds appear to curve. This is known as the Coriolis effect. In the global wind belt regions, the prevailing direction of the winds and how air movement in these large regions affects weather conditions. Global winds The trade winds blow from east to west in the tropical region moving warm tropical air in that climate zone. The prevailing westerly winds blow from west to east in the temperate region. The temperate zone temperatures are affected most by the changing seasons, but since the westerly wind belt is in that region, the weather systems during any season move from west to east. Since the United States is in the westerly wind belt, the weather systems move across the country from west to east. Tropical weather systems, for example hurricanes, are moved in the prevailing direction of the trade winds. If they enter the westerly wind belt, they are often turned, and move in the direction of that prevailing system. The polar winds blow northeast to west in the polar region moving cold polar air in that climate zone from the poles toward the west. Jet stream A fast-moving ribbon of air that moves from west to east in the Northern Hemisphere around Earth. It dips and bends and constantly changes positions. As these changes occur, air masses and weather systems in its path are moved along by the fast moving air. The polar jet stream can bring down cold polar conditions from the
The objective of this indicator is to explain the influence of global winds and the jet stream on Earths weather and climatic conditions; therefore, the primary focus of assessment should be to construct a cause-and-effect model of how weather and climatic conditions are moved by global winds and also how the jet stream moves weather systems in the Northern Hemisphere. However, appropriate assessments should also require students to interpret diagrams related to global winds or the jet


north. The subtropical jet stream can bring warm tropical conditions from the south (in the northern hemisphere).
It is not essential for students to explain the cause of the jet stream or the global wind belts. The effects of latitude, topography, and elevation on climate patterns are not included in this indicator.
6Se: The student will demonstrate an understanding of the law of conservation of energy and the properties of energy and work. (Physical Science) Indicator
It is essential for students to know that energy can be in many different forms. Students should know sources and properties of the following forms of energy: Heat energy Heat energy is the transfer of thermal energy (energy that is associated with the motion of the particles of a substance). Remember that all matter is made up of particles too small to be seen (5th grade). As heat energy is added to a substance, the temperature goes up indicating that the particles are moving faster. The faster the particles move, the higher the temperature. Material (wood, candle wax) that is burning, the Sun, and electricity are sources of heat energy. Solar energy Solar energy is the energy from the Sun, which provides heat and light energy for Earth. Solar cells can be used to convert solar energy to electrical energy. Green plants use solar energy during photosynthesis (6-2.7) to produce sugar, which contains stored chemical energy. Most of the energy that we use on Earth originally came from the Sun. Chemical energy
The objective of this indicator is to identify the sources and properties of heat, solar, chemical, mechanical, and electrical energy; therefore, the primary focus of assessment should be to retrieve from memory sources and properties of the forms of energy listed. However, appropriate assessments should also require students to recognize forms of energy by their sources.
6Se.1: Identify the sources and properties of heat, solar, chemical, mechanical, and electrical energy.


Chemical energy is energy stored in particles of matter. Chemical energy can be released, for example in batteries or
sugar/food, when these particles react to form new substances. Electrical energy Electrical energy is the energy flowing in an electric circuit. Sources of electrical energy include: stored chemical energy in batteries; solar energy in solar cells; fuels or hydroelectric energy in generators. Mechanical energy Mechanical energy is the energy due to the motion (kinetic) and position (potential) of an object. When objects are set in motion or are in a position where they can be set in motion, they have mechanical energy. o Mechanical Potential energy: Potential energy is stored energy. Mechanical potential energy is related to the position of an object. A stretched rubber band has potential energy. Water behind a dam has potential energy because it can fall down the dam. o Mechanical Kinetic energy: Kinetic energy is the energy an object has due to its motion. Mechanical kinetic energy increases as an object moves faster. A moving car has kinetic energy. If the car moves faster, it has more kinetic energy. NOTE TO TEACHER: Other types of energy can also be classified as potential and kinetic, but 6th grade students are only responsible for kinetic and potential mechanical energy. It is not essential for students to know the terms chemical reactions or changes for chemical energy. They also do not need to know about electrons associated with electrical energy. The concept of nuclear energy will be addressed in high school.
6Se.2: Explain how energy can be transformed from one form to another (including the two types of mechanical energy,
It is essential for students to know that the Law of Conservation of Energy states that energy cannot be created or destroyed. It may be transformed from one form into another, but the total amount of energy never changes. Energy can be changed from one form to another as follows:
The objective of this indicator is to explain how energy can be transformed from one form to another in accordance to the law of conservation of energy; therefore, the primary focus of


potential and kinetic, as well as chemical and electrical energy) in accordance with the law of conservation of energy.
Mechanical energy transformations The mechanical energy that an object has may be kinetic energy or potential energy or some combination of the two. Energy transformations can occur between the two types of mechanical energy. Examples of potential kinetic mechanical transformations might include: When water is behind a dam, it has potential energy. The potential energy of the water changes to kinetic energy in the movement of the water as it flows over the dam. When a rubber band is stretched, kinetic energy is transformed into potential energy. When a stretched rubber band is released its potential energy is transformed into kinetic energy as the rubber band moves. When a book is lifted to a shelf, kinetic energy is transformed into potential energy. If the book falls off the shelf the potential energy is transformed to kinetic energy. It is essential for students to understand situations when potential energy is greater and when kinetic energy is greater. Mechanical energy transformations may involve other kinds of energy. Examples might include: When the book in the example above hits the floor the kinetic energy is transformed into other forms of energy such as sound and heat. The water that runs over the dam might be used to power an electric generator and thus the mechanical energy associated with the water can be transformed into electrical energy. The water was behind the dam because the energy from the sun evaporated water and deposited it at a higher elevation so that it could flow downhill thus solar energy was transformed to potential mechanical energy. Transformations may occur between any of the various types of energy but the energy itself is always around in some form. It is never lost. Examples might include: assessment should be to construct a cause-and-effect model of how energy transformations follow the Law of Conservation of Energy. However, appropriate assessments should require students to: interpret diagrams or illustrations related to energy transformations; or summarize energy transformations and how the Law of Conservation of Energy applies.


Green plants transform the Suns energy into food which is a form of
stored chemical energy.
Animals use chemical energy from food to move. The chemical

energy in the food is transformed to mechanical energy. Carbon-based fuels are all derived from of the bodies of plants and/or animals. When carbon-based fuels (wood, natural gas, petroleum, or coal) are burned, the chemical energy which is transformed to heat energy. The heat energy from fuels can be transformed to electrical energy at a power plant. In an electric circuit the electrical energy can be transformed into many different types of energy such as mechanical, sound, light, and heat. (See Indicator 6Se.4) All of the energy from the electric circuit eventually changes to another form, much of it heat energy. The energy from all of these transformations still exists. The total amount of energy is conserved. It is not essential for students to know the formulas for potential energy and kinetic energy. Students do not need to know the chemical equation for photosynthesis.
6Se.3: Explain how magnetism and electricity are interrelated by using descriptions, models, and diagrams of electromagnets, generators, and simple electrical motors.
It is essential for students to know that magnetism is the force of attraction or repulsion of magnetic materials. Surrounding a magnet is a magnetic field that applies a force, a push or pull, without actually touching an object. An electric current flowing through a wire wrapped around an iron core forms a magnet. A coil of wire spinning around a magnet or a magnet spinning around a coil of wire can form an electric current. Examples of how magnetism and electricity are interrelated can be demonstrated by the following devices: Electromagnets An electromagnet is formed when a wire in an electric circuit is wrapped around an iron core producing a magnetic field. The magnet that results loses its magnetism if the electric current stops flowing.
The objective of this indicator is to explain how electricity and magnetism are interrelated by using descriptions, models and diagrams of electromagnets, generators, and simple electrical motors; therefore, the primary focus of assessment should be to construct a cause-and-effect model of how electricity and magnetism are interrelated. However, appropriate assessments should also require students to interpret diagrams of electromagnets, generators, or electric motors showing how electricity and magnetism are interrelated; summarize information
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Generators A generator produces an electric current when a coil of wire wrapped around an iron core is rotated near a magnet. Generators at power plants produce electric energy for our homes. A generator contains coils of wire that are stationary, and rotating magnets are rotated by turbines. Turbines are huge wheels that rotate when pushed by water, wind, or steam. Thus mechanical energy is changed to electrical energy by a generator. Smaller generators may be powered by gasoline. Simple electric motors An electric motor changes electrical energy to mechanical energy. It contains an electromagnet that rotates between the poles of a magnet. The coil of the electromagnet is connected to a battery or other source of electric current. When an electric current flows through the wire in the electromagnet, a magnetic field is produced in the coil. Like poles of the magnets repel and unlike poles of the magnets attract. This causes the coil to rotate and thus changes electrical energy to mechanical energy. This rotating coil of wire can be attached to a shaft and a blade in an electric fan.
.
about how electricity and magnetism are interrelated using diagrams, models, and descriptions of devices; compare devices based on how they interrelate electricity and magnetism; or recognize devices based on their functions.
It is not essential for students to know components of generators or motors, the difference between AC and DC generators, or the function of a transformer. Understanding of how a magnetic field is produced is also not essential.
6Se.4: Illustrate energy transformations (including the production of light,


sound, heat, and mechanical motion) in electrical circuits.
6Se.5: Illustrate the directional transfer of heat energy through convection, radiation, and conduction.
It is essential for students to know energy transfer as heat can occur in three ways: Conduction Conduction involves objects in direct contact. The transfer of energy as heat occurs between particles as they collide within a substance or between two objects in contact. All materials do not conduct heat energy equally well. Poor conductors of heat are called insulators. The energy transfers from an area of higher temperature to an area of lower temperature. For example, if a plastic spoon and a metal spoon are placed into a hot liquid, the handle of the metal spoon will get hot quicker than the handle of the plastic spoon because the heat is conducted through the metal spoon better than through the plastic spoon. Convection Convection is the transfer of energy as heat by movement of the heated substance itself, as currents in fluids (liquids and gases). In convection, particles with higher energy move from one location to another carrying their energy with them. Heat transfer occurs when particles with higher energy move from warmer to cooler parts of the fluid. Uneven heating can result in convection, both in the air and in water. This causes currents in the atmosphere (wind) and in bodies of water on earth which are important factors in weather and climate. Radiation Radiation is the transfer of energy through space without particles of matter colliding or moving to transfer the energy. This radiated energy warms an object when it is absorbed.
The objective of this indicator is to illustrate the directional transfer of heat energy through conduction, convection, and radiation; therefore, the primary focus of assessment should be to give illustrations or use illustrations to show the concept of heat transfer through conduction, convection, or radiation. However, appropriate assessments should also require students to recognize the types of heat transfer based on descriptions of how particles behave; classify methods of heat transfer based on how particles behave; infer the direction of heat transfer; or summarize the direction of heat transfer in various types of heat transfer processes if given temperature differences.


Radiant heat energy moves from an area of higher temperature to an
area of cooler temperature. It is not essential for students to know about areas of higher or lower density of fluids. They also do not need to know about electromagnetic waves being transferred in radiation.
6Se.6: Recognize that energy is the ability to do work (force exerted over a distance).
It is essential for students to know that energy is a property that enables something to do work. Work means to (1) apply a force to an object over a distance, and (2) the object moves in response to the force. If something has the ability to cause a change in motion, it is has energy. Energy can cause work to be done, so when we see work done, we see evidence of energy. An evidence of energy is when work is being done. For example: When a toy car at rest is pushed, work is done on the car if it moves. This work (or movement) is evidence of energy. When a fan is connected to an electric circuit, it moves, so work was done on the fan. This work (or movement) is evidence of energy. When an object is lifted, it moves, so work is done on the object. This work (or movement) is evidence of energy. A spring scale is used to measure force. Force (including weight) is measured in SI units called newtons (N). It is not necessary for students to know how to calculate work using the formula of amount of force multiplied by the distance moved, or that work is measured in units or joules.
The objective of this indicator is to recognize that energy is the ability to do work (force exerted over a distance); therefore, the primary focus of assessment should be to remember that work is force exerted over a distance. However, appropriate assessments should require students to recall that force is measured in newtons (N); recognize that energy can cause things to move; identify situations that show work; or recall that work is an evidence for energy.
6Se.7: Explain how the design of simple machines (including levers, pulleys, and inclined planes) helps reduce the amount of force required to do work.
It is essential for students to know that a simple machine is a device that helps reduce the amount of force required to do work. Work is done when a force (effort force) is applied over a distance.
A simple machine allows the user to apply a smaller force over a

larger distance to move an object. Simple machines can also change the direction of the force applied.
The objective of this indicator is to explain how the design of simple machines helps reduce the amount of force required to do work; therefore, the primary focus of assessment should be to construct a cause-and-effect model

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If the distance over which the effort force is exerted is increased, the
same amount of work can be done with a smaller effort force.
This is the principle that simple machines use to reduce the amount of
effort force needed to do work. The design of the simple machines can reduce the amount of force required to do work: Lever A lever is a rigid bar or board that is free to move around a fixed point called a fulcrum. The fulcrum may be placed at different locations along the bar. A lever can be designed to reduce the amount of force required to lift a weight in two ways: (1) By increasing the distance from the fulcrum to the point where the effort force is applied, or (2) by decreasing the distance the weight is from the fulcrum. By increasing the distance the effort force moves relative to the distance the weight moves, a lever can reduce the effort force needed. Pulley A pulley has a grooved wheel with a rope running along the groove. Pulleys can change the amount and/or the direction of the force applied (effort force). By arranging the pulleys in such a way as to increase the distance that the effort force moves relative to the distance the weight moves, a pulley can reduce the effort force needed. Movable pulleys are used to reduce the effort force. A single fixed pulley changes only the direction of the force (you pull down and the weight goes up.) Inclined plane An inclined plane is a sloping surface, like a ramp, that reduces the amount of force required to lift an object. An inclined plane can be designed to reduce the force needed to lift a weight in two ways: (1) increase the length of the ramp or (2) decrease the height of the ramp.
which shows how the design of simple machines (including levers, pulleys, and inclined planes) reduces the effort force or changes its direction. However, appropriate assessments should also require students to recognize that simple machines can be designed to reduce the force needed to move an object; interpret a diagram showing different designs of the same simple machine to determine which would reduce the amount of force the most based on their designs; or summarize the relationship between the design of the simple machine and the reduction in force required to move an object.


By increasing the distance the effort force moves (length of the ramp)
relative to the distance the weight is lifted (height of the ramp), an inclined plane can reduce the effort force needed.
It is not essential for students to know the classes of levers or how to calculate the mechanical advantage of simple machines.
6Se.8: Illustrate ways that simple machines exist in common tools and in complex machines
It is essential for students to know how simple machines, such as levers, pulleys, inclined planes (ramps, wedges, screws) and wheel and axles are found in common tools and in complex (compound) machines. For example: Levers Levers that have the fulcrum between where the effort force is applied and the weight is located can be found in tools, for example, scissors (two levers working together) and crowbar. Levers that have the fulcrum on the end and the effort is applied in the middle to lift a weight on the other end can be found in tools, for example, tweezers (two levers working together) or a broom. Levers that have the fulcrum on the end and the effort force are applied on the other end to lift a weight in the middle can be found in tools, for example, a wheelbarrow, or a bottle opener. Pulleys Pulleys that are fixed, meaning that they are attached to a structure, can be found on the top of a flag pole and on window blinds. Pulleys that are moveable, meaning that they are not attached to a structure, can be found on construction cranes and as part of a block and tackle system. Inclined planes Inclined planes with a sloping surface can be found as ramps on a truck or wheelchair ramp and stairs. Inclined planes that are wedges, one inclined plane or two back-toback inclined planes that can move are found as knife blades or nails. Inclined planes that are wound around a post or cylinder are called screws. Screws can be found in bolts and jar lids.
The objective of this indicator is to illustrate ways that simple machines exist in common tools and in complex machines; therefore the primary focus of assessment should be to simple machines that are part of simple tools and of complex machines using pictures, diagrams, or word descriptions. However, appropriate assessments should also require students to identify the types of simple machines that are found in common tools and in complex machines; interpret a diagram of common tools or complex machines to identify the simple machines present; exemplify common tools that are simple machines; or exemplify the use of simple machines in everyday life.


Wheel and axles Wheel and axles consist of two circular objects: a central shaft, called an axle, inserted through the middle of a wheel. Wheel and axles can be found as door knobs, steering wheels, screwdrivers, gears, and bicycles wheels. Complex machines Complex machines, also known as compound machines, consist of two or more simple machines. Examples may include: scissors consisting of two levers and two inclined planes (wedges); a fishing pole consisting of a lever, a wheel and axle and a pulley; a bicycle consists of levers (handlebars and handbrakes), wheel and axles (gears, wheels, and pedals), and a number of screws. It is not essential for students to know which classes of levers are in common tools or complex machines.


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6th Grade Science Enhanced DoDEA Science Indicators

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6Sd.8: Explain how

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