Program of Studies
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
SC.6.STM.S.3: classify changes in substances as physical or chemical changes
SC.6.STM.S.8: plan, present and support information from investigations using a variety of modes
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.
SC.6.MF.S.3: observe real-life phenomena to discover the effects of friction on moving objects and mechanical systems
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.
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).
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
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
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).
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.
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
SC.6.UD.S.5: investigate the relative influence of heredity and experience on the behavior of organisms
SC.6.UD.S.6: identify and describe the cellular structures that allow for replication/reproduction
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
SC.6.ET.U.1: oceans have a major effect on climate, because water in the oceans holds a large amount of heat.
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.
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.
SC.6.ET.U.5: inside a closed system, the temperature increases or decreases as heat energy is added or removed.
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.
SC.6.ET.S.1: model and explain why some locations on Earth have seasons
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
SC.6.ET.S.4: describe the role of photosynthesis in energy storage within plants
SC.6.I.S.1: describe and explore the biotic and abiotic factors that affect change in ecosystems
SC.6.I.S.2: document and describe consequences of change in one or more abiotic factors on a population within an ecosystem
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)
Correlation last revised: 4/4/2018