S06 Essential Skills
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Science Essential Skills for Level 6
First Quarter:
Students will:
1c. Ask questions and state predictions for a variety of types of scientific investigation:
- tell what question they are going to answer or problem they are trying to solve by doing an investigation;
- predict what will happen and explain.
1d. Create a written plan for an investigation:
- follow multiple-step written directions;
- describe steps they would take to accomplish a simple task.
1e. Use appropriate tools, technologies, and measurement units to gather andorganize data:
- use tools typical of science to gather data;
- do multiple trials or observations when appropriate and explain the reason for doing so;
- find means (showing work);
- set up a bar or line graph labeling the axes with words and numbers when each axis is identified;
- answer questions and describe general trends using their graph;
- make drawings to illustrate key characteristics of an object or organism and label.
1f. Interpret and evaluate data in order to form conclusions:
- use evidence to generate explanations;
- compare results with prediction and answer the question they are investigating;
- identify things that could cause their results to differ from the rest of the class (sources of error).
1h. Use metric units in measuring, calculating, and reporting results:
- estimate length using centimeters and meters;
- label units (mm, cm, m, km, g, ml, l,).
Second Quarter:
Students will:
5a. Investigate and describe the extent of human uses of nonrenewable resources:
- list ways that minerals are used in everyday life.
4.1a. Explain how minerals, rocks, and soils form:
- observe and describe minerals based on their characteristic properties (hardness, streak, color, luster);
- use characteristic properties to identify a distinctive mineral (for example, quartz, pyrite, magnetite);
- name the three groups of rocks (igneous, sedimentary, metamorphic) and give two examples of rocks for each group;
- describe weathering processes that could cause a large rock to wear down to a pile of pebbles and sand;
- describe what would have to happen for a rock from one of the groups to be changed into a rock from one of the other groups;
- explain the relationship between rocks, minerals, and soil.
4.1d. Explain the distribution and causes of natural events:
- explain the relationship between magma, minerals, and igneous rocks.
Third Quarter:
Students will:
4.1d. Explain the distribution and causes of natural events:
- sketch and label a cross section of Earth;
- describe the main characteristics of the crust, mantle, and core;
- explain why earthquakes and volcanoes occur along plate boundaries;
- identify places on a map where volcanoes and earthquakes occur.
6b. Give examples of how scientific knowledge changes as new knowledge is acquired and previous ideas are modified:
- provide evidence for why people now think that the Earth’s crust is made up of large plates that move, whereas people used to think it was solid and stationary.
4.1c. Describe natural processes that shape Earth's surface:
- name examples of natural processes (including earthquakes and volcanos).
3.4c. Describe evidence that reveals changes or constancy in groups of organisms over geologic time:
- explain what is meant by the term extinct;
- name the four geologic eras in order and describe the life forms that typify each era.
Fourth Quarter:
Students will:
4.4b. Explain the effects of relative motion and positions of the Sun, Earth, and Moon:
- draw a sketch or use a model to explain a day and a year;
- sequence pictures of the phases of the Moon and explain why the Moon appears to change shape;
- draw a sketch that shows the position of the Sun, Earth, and Moon to explain the new and full Moons;
- make sketches to explain solar and lunar eclipses.
4.1b. Explain how fossils are formed and used as evidence to indicate that life has changed through time:
- describe at least four ways that fossils can form;
- explain why organisms with hard parts (bones and teeth) are more likely to bepreserved than organisms without hard parts;
- use an example to describe how fossils can be used for evidence that environmental conditions were different in the past than they are now;
- explain why fossils are more likely to be found in sedimentary rocks than in igneous or metamorphic.
