Science Grade 6 Student Monitoring Plan

Name: School Year:      
 
Skills and Processes: Students will demonstrate the thinking and acting inherent in the practice of science.
Constructing Knowledge
  Design, analyze, or carry out simple investigations and formulate appropriate conclusions based on data obtained or provided.
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Explain that scientists differ greatly in what phenomena they study and how they go about their work.
           
Explain and provide examples that all hypotheses are valuable, even if they turn out not to be true, if they lead to fruitful investigations.
           
Explain that if more than one variable changes at the same time in an investigation, the outcome of the investigation may not be clearly attributable to any one of the variables.
           
Give reasons for the importance of waiting until an investigation has been repeated many times before accepting the results as correct.
           
Use mathematics to interpret and communicate data.
           

 
Applying Evidence and Reasoning
  Review data from a simple experiment, summarize the data, and construct a logical argument about the cause-and-effect relationships in the experiment.
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Verify the idea that there is no fixed set of steps all scientists follow, scientific investigations usually involve the collection of relevant evidence, the use of logical reasoning, and the application of imagination in devising hypotheses and explanations to make sense of the collected evidence.
           
Explain that what people expect to observe often affects what they actually do observe and that scientists know about this danger to objectivity and take steps to try to avoid it when designing investigations and examining data.
           
Describe the reasoning that lead to the interpretation of data and conclusions drawn.
           
Question claims based on vague statements or on statements made by people outside their area of expertise.
           

 
Communicating Scientific Information
  Develop explanations that explicitly link data from investigations conducted, selected readings and, when appropriate, contributions from historical discoveries.
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Organize and present data in tables and graphs and identify relationships they reveal.
           
Interpret tables and graphs produced by others and describe in words the relationships they show.
           
Criticize the reasoning in arguments in which
  • Fact and opinion are intermingled
  • Conclusions do not follow logically from the evidence given.
  • Existence of control groups and the relationship to experimental groups is not made obvious.
  • Samples are too small, biased, or not representative.
           
Explain how different models can be used to represent the same thing. What kind of a model to use and how complex it should be depend on its purpose. Choosing a useful model is one of the instances in which intuition and creativity come into play in science, mathematics, and engineering
           

 
Technology

January 2008

 

Science Grade 6 Student Monitoring Plan

Name: School Year:      
 
Earth/Space Science: Students will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfer of energy) of the environment, Earth, and the universe that occur over time.
Materials and Processes That Shape A Planet
  Cite evidence to demonstrate and explain that physical weathering and chemical weathering cause changes to Earth materials.
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Compare physical and chemical weathering and provide examples if changes caused in Earth materials or features by each of these processes.
           

 
  Differentiate among sedimentary, igneous, and metamorphic rocks based upon the processes by which they are formed.
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Cite features that can be used as evidence to distinguish among the three types of rocks and relate these features to the processes that form each rock type.
           
Describe the processes that change one form of rock into another (rock cycle).
           

 
Plate Tectonics
  Recognize and describe the internal and external structure of the Earth.
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Recognize and describe that the Earth's mantle
  • Lies between the core and the crust
  • Is very hot
  • Has properties of both solids and liquid
           
Recognize and describe that the Earth's core
  • Is at the center of the Earth
  • Is very hot
  • Is dense and metallic
           
Identify and describe the Earth's crust.
  • The solid crust consists of separate plates
  • The plates constantly move in different directions due to convection currents
  • The plates interact with one another as a result of plate motion.
           

 
  Recognize and explain how major geologic events are a result of the movement of Earth's crustal plates.
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Recognize and describe the evidence for plate movement.
  • Shape of continents
  • Continuity of geologic features and fossils on the continents
  • Ocean rifts, seafloor spreading
  • Global patterns of earthquakes and volcanoes
           
Recognize and explain that major geologic events (earthquakes, volcanic activity, sea floor spreading) occur along crustal plate boundaries.
           

 
Astronomy
  Recognize that objects of our solar system are interrelated.
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Recognize that Earth and its closest star, the sun, are part of a disk-shape galaxy of stars and that our galaxy is one of billions of galaxies.
           
Identify and describe the general pattern of movement of all objects in our solar system.
           

 

January 2008

 

Science Grade 6 Student Monitoring Plan

Name: School Year:      
 
Life Science: The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time.
Evolution
  Explain that in any particular environment, the growth and survival of organisms and species depend on the physical conditions.
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Cite examples and describe that small differences between parents and offspring can accumulate (through selective breeding) in successive generations so that descendants are very different from their ancestors.
           
Explain that in all environments-freshwater, marine, forest, desert, grassland, mountain, and others-organisms with similar needs may compete with one another for resources, including food, space, water, air, and shelter.
           
Explain that in any particular environment individual organisms with certain traits are more likely than others to survive and have offspring.
           
Describe ways in which changes in environmental conditions can affect the survival of individual organisms and entire species.
           

 
Ecology
  Give reasons supporting the fact that the number of organisms an environment can support depends on the physical conditions and resources available.
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Explain that populations increase or decrease relative to the availability of resources and the conditions of the environment.
           
Explain that within any environment organisms with similar needs may compete with one another for resources.
           

 

January 2008

 

Science Grade 6 Student Monitoring Plan

Name: School Year:      
 
Chemistry: Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations.
States of Matter
  Provide evidence and examples illustrating that many substances can exist as a solid, liquid, or gas depending on temperature.
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Use evidence from investigations to describe the effect that adding heat energy to different types of matter has on changing matter from one state to another.
           
Based on data from investigations describe the effect that removing heat energy from different types of matter has on changing matter from one state to another.
           
Analyze data gathered and formulate a conclusion on the effects of temperature change on most substances.
           

 
Physical and Chemical Changes
  Cite evidence to support the fact that some substances can be separated into the original substances from which they were made.
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Investigate and identify ways to describe and classify mixtures using the observable and measurable properties of their components.
  • Magnetism
  • Boiling Point
  • Solubility in water
           
Based on data gathered, identify and describe various processes used to separate mixtures.
  • Filtration
  • Evaporation
  • Paper Chromatography
           

 

January 2008

 

Science Grade 6 Student Monitoring Plan

Name: School Year:      
 
Physics: Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur
Electricity and Magnetism
  Cite evidence supporting that electrical energy can be produced from a variety of energy sources and can itself be transformed into almost any other form of energy.
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Research and identify various energy sources and the energy transforming devices used to produce electrical energy
  • Wind (generators, wind mills)
  • Sun (solar cells)
  • Water (turbines)
  • Fossil fuels (engines)
           
Cite examples that demonstrate the transformation of electrical energy into other forms of energy.
           

 
  Identify and describe magnetic fields and their relationship to electric current.
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Investigate and explain ways to change the strength of a simple electromagnet by varying the number of coils wrapped, the amount of electricity in the wire, the number of batteries used, and whether or not an iron core is used.
           
Describe how the electromagnet demonstrates the relationship of magnetism and electricity and identify common devices that demonstrate application of this relationship.
  • Electric motors (fans, hair dryers, can openers)
  • Electrical generators (turbine)
           
Based on investigations describe that electricity moving through a wire produces a magnetic force on materials placed near the wire.
  • Iron filings
  • Compasses
           

 
Wave Interactions
  Identify and describe the relationships among the various properties of waves.
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Cite examples to show that waves transfer energy from one place to another.
  • Light
  • Sound
  • Earthquake waves
           
Measure and describe the wavelength, frequency, and amplitude of waves using:
  • Water
  • Ropes
  • Springs
           
Measure and describe the relationship between the frequency and the wavelength of a wave.
           

 

January 2008

 

Science Grade 6 Student Monitoring Plan

Name: School Year:      
 
Environmental Science: Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective.
Natural Resources and Human Needs
  Recognize and compare how different parts of the world have varying amounts and types of natural resources and how the use of those resources impacts environmental quality.
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Identify and describe how the natural change processes may be affected by human activities.
  • Agriculture
  • Beach Preservation
  • Mining
  • Development/construction
  • Stream/river alteration
           
Identify and describe problems associated with obtaining, using, and distributing natural resources.
           
Identify possible solutions to problems associated with obtaining, using, and distributing natural resources.
           

 
Environmental Issues
  Recognize and explain that human-caused changes have consequences for Maryland's environment as well as for other places and future times.
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Identify and describe a range of local issues that have an impact on people in other places.
           
Recognize and describe how environmental change in one part of the world can have consequences for other parts of the world.
           
Identify and describe that ecosystems can be impacted by human activities.
  • Protection of the Chesapeake Bay watershed
  • Resource acquisition and use
  • Land use decisions (agriculture, mining, and development)
  • Recycling
  • Use and disposal of toxic substances
           

 

January 2008