Next Generation Sunshine State Standards
SC.6.N.1: The Practice of Science
SC.6.N.1.A: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation.
SC.6.N.1.B: The processes of science frequently do not correspond to the traditional portrayal of "the scientific method."
SC.6.N.1.C: Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge.
SC.6.N.1.D: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations.
SC.6.N.1.1: Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
SC.6.N.1.2: Explain why scientific investigations should be replicable.
SC.6.N.1.4: Discuss, compare, and negotiate methods used, results obtained, and explanations among groups of students conducting the same investigation.
SC.6.N.1.5: Recognize that science involves creativity, not just in designing experiments, but also in creating explanations that fit evidence.
SC.6.N.3: The terms that describe examples of scientific knowledge, for example; "theory," "law," "hypothesis," and "model" have very specific meanings and functions within science.
SC.6.N.3.4: Identify the role of models in the context of the sixth grade science benchmarks.
SC.6.E.6: Over geologic time, internal and external sources of energy have continuously altered the features of Earth by means of both constructive and destructive forces. All life, including human civilization, is dependent on Earth's internal and external energy and material resources.
SC.6.E.6.1: Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition.
SC.6.E.7: The scientific theory of the evolution of Earth states that changes in our planet are driven by the flow of energy and the cycling of matter through dynamic interactions among the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere, and the resources used to sustain human civilization on Earth.
SC.6.E.7.1: Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth's system.
SC.6.E.7.2: Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate.
SC.6.E.7.3: Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation.
SC.6.E.7.4: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere.
SC.6.E.7.6: Differentiate between weather and climate.
SC.6.P.11: Energy Transfer and Transformations
SC.6.P.11.A: Waves involve a transfer of energy without a transfer of matter.
SC.6.P.11.B: Water and sound waves transfer energy through a material.
SC.6.P.11.D: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another.
SC.6.P.11.1: Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa.
SC.6.P.12: Motion of Objects
SC.6.P.12.A: Motion is a key characteristic of all matter that can be observed, described, and measured.
SC.6.P.12.B: The motion of objects can be changed by forces.
SC.6.P.12.1: Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship.
SC.6.P.13: Forces and Changes in Motion
SC.6.P.13.A: It takes energy to change the motion of objects.
SC.6.P.13.C: Some forces act through physical contact, while others act at a distance.
SC.6.P.13.1: Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational.
SC.6.L.14: Organization and Development of Living Organisms
SC.6.L.14.2: Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life.
SC.6.L.14.3: Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing.
SC.6.L.14.4: Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles.
SC.6.L.14.5: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis.
SC.6.L.14.6: Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites.
SC.6.L.15: Diversity and Evolution of Living Organisms
SC.6.L.15.C: Natural Selection is a primary mechanism leading to change over time in organisms.
Correlation last revised: 9/16/2020