SC.6.STM: Structure and Transformation of Matter (Physical Science)

SC.6.STM.S: Skills and Concepts

SC.6.STM.S.2: use observations and evidence to describe and verify chemical changes in matter

 Chemical Changes

SC.6.STM.S.3: classify changes in substances as physical or chemical changes

 Chemical Changes
 Density Experiment: Slice and Dice
 Mineral Identification

SC.6.STM.S.8: plan, present and support information from investigations using a variety of modes

 Effect of Environment on New Life Form
 Hearing: Frequency and Volume
 Pendulum Clock

SC.6.MF.U.3: mechanical systems must be designed to take forces such as friction into account. Friction and/or the heat produced by it can have significant effects on the system.

 Inclined Plane - Sliding Objects

SC.6.MF.S.3: observe real-life phenomena to discover the effects of friction on moving objects and mechanical systems

 Inclined Plane - Sliding Objects

SC.6.EU.U.1: regular and predictable movements of the sun, moon and Earth are responsible for many observed phenomena on Earth, (e.g. day/night, year, moon phases, eclipses). The regular patterns of these phenomena can be predicted using data or models.

 2D Eclipse
 Comparing Earth and Venus
 Phases of the Moon
 Seasons: Earth, Moon, and Sun
 Tides

SC.6.EU.U.2: the total amount of material that makes the solid Earth is relatively constant (excluding impacts), even though rocks and minerals often change properties through a variety of processes that transform them (rock cycle).

 Rock Cycle

SC.6.EU.S.1: use observations, models and evidence to explain the cause and effect relationships in the rock cycle and to make predictions about constantly changing Earth materials

 Rock Cycle

SC.6.EU.S.2: investigate, create and identify the limitations of models which can be used to substantiate and predict the actual results (e.g. moon phases, seasons, eclipses) of the interactions of the sun, moon and Earth

 2D Eclipse
 Phases of the Moon
 Seasons: Why do we have them?
 Summer and Winter
 Tides

SC.6.UD.U.1: cells are the fundamental units that perform the basic functions needed to sustain life. Some organisms contain only a single cell, while others may have many millions of specialized cells grouped together in cooperative systems with specific functions (tissues and/or organs).

 Paramecium Homeostasis

SC.6.UD.U.7: classification systems do not exist in nature, but are created by scientists to describe the vast diversity of organisms, frame research questions and suggest relationships among living things.

 Food Chain

SC.6.UD.S.3: describe and represent (e.g. construct a chart, diagram, or graphic organizer) relationships between and among levels of organization for structure and function, including cells, tissues, organs, organ systems, organisms (e.g., bacteria, protists, fungi, plants, animals) and ecosystems

 Circulatory System
 Graphing Skills

SC.6.UD.S.5: investigate the relative influence of heredity and experience on the behavior of organisms

 Inheritance

SC.6.UD.S.6: identify and describe the cellular structures that allow for replication/reproduction

 Cell Division

SC.6.BC.S.5: generate questions about the diversity of species, then collect information from a variety of sources to formulate explanations supported by scientific evidence

 Coral Reefs 2 - Biotic Factors

SC.6.ET.U.1: oceans have a major effect on climate, because water in the oceans holds a large amount of heat.

 Coastal Winds and Clouds

SC.6.ET.U.3: seasons are a result of the interaction of the tilt of the Earth?s axis relative to its orbital path.

 Seasons in 3D
 Seasons: Why do we have them?
 Summer and Winter

SC.6.ET.U.4: energy, in the form of sunlight, is transformed by a chemical reaction in plant cells (photosynthesis) to form essential nutrients for the plant to live and grow.

 Photosynthesis Lab

SC.6.ET.U.5: inside a closed system, the temperature increases or decreases as heat energy is added or removed.

 Energy Conversion in a System

SC.6.ET.U.6: the Earth is a complex system of energy transformations, materials and processes. Understanding the whole requires first understanding individual subsystems and their interactions.

 Energy Conversions

SC.6.ET.S.1: model and explain why some locations on Earth have seasons

 Seasons in 3D
 Seasons: Why do we have them?
 Summer and Winter

SC.6.ET.S.2: identify Earth processes influenced by energy from the sun (e.g. water cycle, nitrogen cycle, photosynthesis) and describe the sun?s role in those processes

 Cell Energy Cycle
 Energy Conversions
 Photosynthesis Lab
 Pond Ecosystem
 Water Cycle

SC.6.ET.S.4: describe the role of photosynthesis in energy storage within plants

 Cell Energy Cycle
 Photosynthesis Lab

SC.6.I.S.1: describe and explore the biotic and abiotic factors that affect change in ecosystems

 Coral Reefs 1 - Abiotic Factors
 Pond Ecosystem
 Rabbit Population by Season

SC.6.I.S.2: document and describe consequences of change in one or more abiotic factors on a population within an ecosystem

 Coral Reefs 1 - Abiotic Factors
 Pond Ecosystem
 Rabbit Population by Season

SC.6.I.S.3: investigate how communities are interconnected, how they interact with different Earth systems, and represent these global connections/interactions in a variety of ways (e.g. writing, models, multi-media, claymation)

 Food Chain

Correlation last revised: 1/20/2017

This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below for more information.