SCIENCE
SIXTH GRADE SCIENCE
COURSE DESCRIPTION:
The 6th grade science curriculum will include concepts and
processes
in science. It will be taught as an inquiry based program to
include
life, earth, and physical science content. Students will use
tools
and processes of scientific inquiry essential to investigating the
natural
world.
RESOURCES: Harcourt Science, © 2000, worksheets,
supplemental
materials, videos,
laser discs, internet
I. Lab Safety (will be taught throughout year to
coincide
with lab equipment usage)
A. Safety in Science VI.A., VI.B.
1. Safety equipment
2. Using lab equipment and tools
3. What to do in case of emergency
4. Lab clean up
II. Science First Nine Weeks
A. What makes up an atom? VII.D, VIII.A.
1. Describe the composition of matter.
2. Compare and contrast the parts of an atom: the protons and
neutrons of the nucleus, and the electrons.
Hands on: Observing what you can't see
B. What are the properties of elements?, II.A., VIII.A.
1. Explain what an element is
2. Identify elements in the periodic table
3. Recognize that elements in the same family have similar
Characteristics
Hands on: Classifying elements
C. What are the states of matter? I.D., IV.B., VIII.B.
1. Define a molecule
2. Identify and compare the states of matter
3. Explain how matter changes state,
Hands on: Changes in states of matter
D. What are some properties of compounds? II.A.,
VI.B.,
VIII.C
1. Define and identify compounds
2. Classify compounds as acids or bases
3. Describe some common uses of acids and bases
Hands on: Identifying acids and
bases
E. What are some physical properties of matter
I.B.,
VIII.B.E.
1. Recognize the physical properties of matter
2. Identify which physical properties can be observed and which can
be measured
3. Describe the physical changes matter undergoes.
Hands on Observing and measuring physical properties
F. What happens during a chemical change? VI.B, VIII.C
1. Compare a chemical change to a physical change
2. Describe different kinds of chemical reactions
3. Describe how some chemical changes c an be prevented
Hands on: Different
kinds of changes
G. What are mixtures and how can they be changed?
III.D.E.,
IV.E., VIII.D.
1. Describe how mixtures are made
2. Describe how to separate mixtures
3. Identify different kinds of mixtures and solutions
Hands on: Making and
separating mixtures
H. How are thermal energy and heat related? VII.A.,
X.A.B.C.
1. Explain how potential energy and kinetic energy are related
2. Describe how thermal energy moves between substances
Hands on: Changing energy
I. How are magnetism and electricity related? III.E.,
IX.C.,X.B.
1. Recognize why some substances are magnetic
2. Describe what electricity is
3. Explain how electricity and magnetism are related
Hands on: Making a generator
III. Science Second Nine Weeks
A. What are chemical and nuclear
energy?
VII.B., VIII.C., X.B.
1. Describe how chemical energy is stored in the bonds
of molecules
2. Identify ways that chemical energy is used
3. Explain how
chemical/nuclear
reactions can be used to make electricity
Hands on: Producing electricity
from chemical energy
B. What are some properties of waves?
VII.A.,
IX.B., X.A.C.
1. Recognize how waves carry energy
2. Identify two different kinds of waves
3. Recognize how speed, frequency and wavelength are related
Hands on: Making Waves
C. What are some characteristics of a sound wave?
III.C, X.A.C.
1. Describe the way sound travels through the air
2. Describe what gives sound a different pitch and a different loudness
3. Describe the speed of sound
Hands on: A simple musical
instrument
D. What are the characteristics of light?
VII.A.C.,
X.A.
1. Define light
2. Describe reflected and refracted light
3. Define the meanings of transparent, translucent, and opaque
Hands on: Reflecting
light
E. What is gravity? VII.A., XVIII.C.
1. Explain what a force is
2. Relate the force of gravity to mass and distance
3. Describe how to measure gravity
Hands on: Building a spring scale
F. How can you describe motion? IV.C.,
V.B., IX.A.
1. Describe motion and explain how to measure it
2. Describe how force affects motion
3. List Newton's three laws of motion
Hands on: Measuring speed
G. How do forces interact?
III.D.E., VII.A., IX.B.
1. Explain how the force of friction opposes motion
2. Predict the results of balanced and unbalanced forces
Hands on: Making it move
H. How do levers help you do work?
IV.A.C.,
VII.A., X.A.
1. Define work
2. Explain how simple machines make tasks easier
3. Describe the three types of levers
4. Compare a lever to a pulley and to a wheel and axle
Hands on: Using a lever
I. How do inclined planes help you do
work?
III.D., V.B., VII.B., X.C.
1. Explain how inclined planes make tasks easier
2. Describe three simple machines that are related to inclined planes
Hands on: Using ramps
J. What are compound Machines? III.E.,
VII.A.C.,
X.C.
1. Explain how simple machines work together in compound machines
2. 2. Describe the role of friction in the use of machines
3. Explain how to increase a machine's efficiency
Hands on: Building a machine
IV. Science Third Nine Weeks
A. What are the characteristics of an ecosystem?
V.B., XIII.B, XIV.B.C.
1. Categorize living elements of an ecosystem as members of a
population,
a community, and an ecosystem
2. Describe the interdependent relationships of biotic and abiotic
factors in an ecosystem
3. Analyze how an organism occupies a unique niche in an ecosystem
Hands on: Comparing climates
B. Why are natural cycles important to ecosystems?
IV.C.,
XVII.D., XVIII.D.
1. Recognize that abiotic elements flow through an ecosystem in cycles
2. Describe the cycles of water, carbon dioxide, oxygen, and nitrogen
Hands on: Exploring groundwater
C. How do people use natural resources? VI.B, X.A.E.
1. Identify natural resources as reusable, renewable, or nonrenewable
2. Conclude that humans can conserve, reuse, and recycle to slow down
the loss of natural resources
Hands on: Making new paper from
used paper
D. How do organisms get energy? V.B.,
XII.C., XIV.A.C.D.
1. Recognize the roles of producers, consumers, and decomposers in
an ecosystem
2. Describe the movement of energy in an ecosystem in flood chains
and food webs
3. Analyze how energy is transferred and lost at each level of the
food chain
Hands on: The diet of owls
E. What is symbiosis? II.C., IV.D., XIV.D.
1. Distinguish between the three types of symbiosis
2. Identify how different organisms are helped or harmed by their
symbiotic
relationships with other organisms
Hands on: Hydras
F. What are the characteristics of the ocean
floor?
VII.C., XVII.B.C.
1. Identify three regions of the ocean floor: the continental
shelf, the continental slope, and the abyssal plain
2. Recognize these features on the ocean floor: mid-ocean ridges,
seamounts, and trenches
3. Describe how islands are formed
Hands on: Mapping the ocean floor
G. What are some ocean ecosystems? II.A., XIV.C.D.
1. Conclude that oceans contain a wide variety of ecosystems.
2. Recognize that ocean environments may be classified according to
their depth
3. Analyze three ocean ecosystems: intertidal, coral reef, and
estuary
Hands on: Comparing ocean
ecosystems
H. How do plant and animal cells
differ?
I.A., XI.A.C., XV.B.
1. Recognize that all living things are made up of cells
2. Compare the functions and structures of plant and animal cells
3. Describe how the nucleus of a cell directs its functions
Hands on: The structure
of cells
I. How do cells reproduce? II.A.,
XI.A.C.
1. Compare the processes of mitosis and meiosis
2. Recognize that different combinations of parental DNA produce
variation
in new organisms
Hands on: How new cells are made
V. Science Fourth Nine Weeks
A. How are traits inherited? II.C., XI.C.,
XII.A.B.
1. Recognize that a plant's or animal's traits are inherited from its
parents
2. Identify genes as the inherited factors that determine traits
3. Conclude that traits of dominant genes appear in the offspring
regardless
of whether there is a recessive gene or not, and those of recessive
genes
appear only when both genes for a trait are recessive
Hands on: Seed color in corn
B. What are the kingdoms of
organisms
II.A.B.C., XI.B.
1. Recognize that scientists classify animals in order to show ways
in which they are related
2. Identify the characteristics scientists use to classify organisms
3. Conclude that all living things belong to one of the five kingdoms
4. Recognize that classification systems change as additional
information
about organisms becomes available
Hands on: Classifying beans
C.. How are kingdoms subdivided? II.A., III.A., XV.A.
1. Recognize that kingdoms are divided into smaller groups
2. Describe the two-part scientific name of an organism
3. Demonstrate how to use a dichotomous key to identify living things
Hands on: How to develop a key
D. How do plants meet their needs? III.C.,
XI.B.C.,
XIII.B., XIV.A.
1. Describe how plants grow from seeds
2. List what plants need in order to grow
3. Compare phloem and xylem
4. Distinguish between vascular and non vascular plants
Hands on: Germinating seeds
Ongoing observation ( appx. 10 minutes per day)
E. How do plants respond to their
environments?
VII.A., XIII.B.,XIV.D., XV.B.
1. Describe how plants respond to light
2. Explain how tropisms help plants survive
3. Compare long day and short day plants
Hands on: Do all roots grow down
F. What are mosses? II.B., V.B., XI.C., XIII.B.
1. Compare the structures of vascular and nonvascular plants
2. Describe the life cycle of mosses
Hands on: Where mosses grow
G. What are ferns and gymnosperms? II.C., III.A.,
XIII.A.
1. Describe the life cycles of ferns and gymnosperms
2. Explain adaptations for survival in ferns and gymnosperms
Hands on: Comparing ferns and
conifers
H. How are angiosperms different from other plants?
V.A.,
XI.B.C., XIV.D.
1. Recognize the features of angiosperms
2. Describe the structures of flowers and their functions in
reproduction
3. List the ways in which pollination occurs
Hands on: The parts of a flower
I. How do angiosperms reproduce? I.A., XV.B.
1. List the differences between monocots and dicots
2. Describe the parts of fruits and seeds
3. Explain how seeds are distributed
4. Explain how plants reproduce asexually
Hands on: Inside seeds
VI. Extra projects & activities
A. Physical science unit
1. Atom model projects ( home project)
2. Chemistry demonstration (SWOSU Chem Dept.)
B. Earth Science Unit
1. Earth Day activities
2. Environmental project to improve school grounds
C. Life Science Unit
1. Plant propagation activity for school planters
2. Visit greenhouse at SWOSU
Grade: 7th
grade
Earth Science
Course Description: This course is designed to introduce the
basic concepts and processes of natural sciences to 7th grade
students.
The goal of this course is to promote the exposure of scientific
concepts as they can be related in everyday life.
Resources: Holt, Rinehart and Winston Earth Science textbook
(2005), enrichment worksheets, videos, laser discs, internet web sites,
various other textbooks and printed material.
I. Lab Safety ( will be taught throughout the school
year to coincide with lab equipment usage)
A. Safety in Science
1. Safety equipment
2. Using lab equipment and
tools
3. Emergency procedures
4. Lab clean up
II. Science – First Nine Weeks
A. Discuss the world of
Earth Science
1. To
describe the four major branches of Earth science.
2. To
explain how scientists begin to learn about the natural world.
3. To
explain how models are used in science.
4. To
explain the importance of the SI system of measurement.
B. Maps as models of the Earth
1. To
explain how a magnetic compass can be used to find
directions on Earth.
2. To explain why maps of Earth show distortion.
3. To explain how contour lines show elevation and
landforms.
C. Discover the processes
that form minerals.
1. To
describe the structure of minerals.
2. To
explain the characteristics of a mineral.
3. To
identify a mineral.
4. To
explain the formation of minerals.
D. Explore the formation
and structure of rocks.
1. To
describe the rock cycle.
2.
Identify the characteristics of igneous, sedimentary and
metamorphic rocks.
III. Science – Second Nine Weeks
A. Identify natural energy
resources.
1. To
describe how humans use natural resources.
2. To
describe what energy resources are.
3. To
identify alternatives to the use of fossil fuels.
B. To explain the rock and
fossil record.
1. To
describe how geology has changed over the past 200 years.
2. To
explain relative dating.
3. To
describe how radioactive decay occurs.
4. To
describe five ways that different types of fossils form.
C. Plate Tectonics
1. To
identify the layers of the Earth.
2. To
describe the theory of continental drift.
3. To
describe plate boundaries.
4. To
explain the difference between faults.
D. Earthquakes
1. To
explain where earthquakes take place.
2. To
explain how earthquakes are detected.
3. To
compare methods of earthquake forecasting.
E. Volcanoes
1. To
distinguish between nonexplosive and explosive eruptions.
2. To
explain how volcanoes can affect climate.
3. To
describe the formation of magma.
IV. Science – Third Nine Weeks
A. Weathering and soil
formation
1. To
explain mechanical weathering.
2. To
explain the rate of weathering.
3. To
describe the sources of soil.
4. To
describe three important benefits that soil provides.
B. The flow of fresh water.
1. To
explain how water moves through the water cycle.
2. To
describe the different types of stream deposits.
3. To
identify the location of the water table.
4. To
identify two forms of water pollution.
C. To explain the agents of
erosion and deposition.
1. To
explain shoreline erosion.
2. To
describe the process of saltation.
3. To
describe two ways glaciers move.
4. To
describe the role of gravity in erosion and deposition.
D. To explain the
Earth’s oceans.
1. To
list the major divisions of the global ocean.
2. To
identify the major regions of the ocean floor.
3. To
describe the two main ocean environments.
4. To
identify three nonliving resources in the ocean.
5. To
identify three different types of ocean pollution.
E. To explain the movement
of ocean water.
1. To
describe surface currents.
2. To
explain how currents affect climate.
3. To
identify the parts of a wave.
4. To
explain four types of tides.
V. Science – Fourth Nine Weeks
A. To describe
the Earth’s atmosphere.
1. To
describe the composition of the Earth’s atmosphere.
2. To
describe what happens to solar energy.
3. To
describe global wind
patterns.
4. To
describe primary and secondary air pollutants.
B. To understand weather.
1. To
list the three types of clouds.
2. To
describe the four types of fronts.
3. To
describe how lightning forms.
4. To
explain how to interpret a weather map.
C. To describe astronomy.
1. To
identify the units of a calendar.
2. To
compare refracting and reflecting telescopes.
3. To
describe how the altitude of a star is measured.
D. To explain the
characteristics of stars, galaxies and the universe.
1. To
describe how color indicates the temperature of a star.
2. To
describe different types of stars.
3. To
identify three types of galaxies.
4. To
describe the structure of the universe.
E. To learn how the solar system was formed.
1. To describe the relationship between
gravity and pressure.
2. To explain how the sun generates energy.
3. To describe the formation of the solid
Earth.
4. To describe the three laws of planetary
motion.
Revised: ____9/08/2006___________________________
EIGHTH GRADE
SCIENCE
Course Description: This course is designed to introduce basic biological concepts and processes
in Science to 8th grade students. The goal of this course is to promote the exposure of scientific
concepts as they can be related into everyday life.
Resources: Holt, Rinehart and Winston, 2005, worksheets, supplemental materials, videos, laser discs,
dissecting, collections, science lab, and internet.
I. Lab Safety (will be taught throughout year to coincide with lab equipment usage)
A. Safety in Science
1. Safety equipment
2. Using lab equipment and tools
3. What to do in case of emergency
4. Lab clean up
II. Science – First Nine Weeks
A. To explain how to classify organisms.
1. To list the seven levels of classification.
2. To explain scientific
names.
3. To describe how dichotomous keys help in identifying organisms.
4. To explain how classification schemes for kingdoms developed as
greater numbers
of different organisms became known.
B. To list three ways life science is beneficial to living things.
1. To use information in tables and graphs to analyze
experimental results.
2. To compare the ways that scientists use hypotheses, theories,
and laws.
3. To describe three tools life scientists use to observe
organisms.
4. To explain the importance of the International System of
Units, and give four
examples of SI units.
C. To describe the six characteristics of living things.
1. To describe how organisms maintain stable internal conditions.
2. To
explain how asexual reproduction differs from sexual reproduction.
3. To
explain why organisms need food, water, air, and living space.
4. To describe the chemical building blocks of cells.
D. To state the parts of the cell theory.
1. To describe the parts of a cell.
2. To describe how eubacteria are different from archaebacteria.
3. To explain the difference between prokaryotic cells and eukaryotic cells.
4. To identify the different parts of a eukaryotic cell.
5. To explain the function of each part of a eukaryotic cell.
6. To list three advantages of being multicellular.
7. To explain the relationship
between the structure and function of an
organism.
E. To explain how large particles get into and out of cells.
1. To describe photosynthesis and cellular respiration.
2. To compare cellular respiration with fermentation.
3. To explain how cells produce more cells.
4. To describe the process of mitosis.
5. To explain how cell division differs in animals and plants.
III. Science – Second Nine Weeks
A. To describe the experiments of Gregor Mendel.
1. To explain how genes and alleles are related to genotype and phenotype.
2. To use the information in a Punnett square.
3. To explain how probability can be used to predict possible genotypes in offspring.
4. To describe three exceptions to Mendel’s observations.
5. To explain the difference between mitosis and meiosis.
6. To describe how chromosomes determine sex.
7. To interpret a pedigree.
B. To list three important events that led to understanding the structure of DNA.
1. To describe the basic structure of a DNA molecule.
2. To explain how DNA molecules can be copied.
3. To describe three
types of mutations, and provide an example of a gene mutation.
4. To describe two examples of uses of genetic knowledge.
C. To identify two kinds of evidence that show that organisms have evolved.
1. To describe one pathway through which a modern whale could have evolved from an
ancient mammal.
2. To explain how comparing organisms can provide evidence that they have ancestors
in common.
3. To describe the four parts of Darwin’s theory of evolution by natural selection.
4. To give three examples of natural selection in action.
D. To explain how fossils can be formed and how their age can be estimated.
1. To compare two ways that conditions for life on Earth have changed over time.
2. To outline the major developments that allowed life to exist on Earth.
3. To describe the types of
organisms that arose during the four major divisions of
time.
4. To describe two characteristics that all primates share.
5. To describe three major groups of hominids.
E. To describe the difference between vertebrates and invertebrates.
1. To describe the five characteristics that all animals share.
2. To explain the difference between learned and innate behavior.
3. To describe five kinds of behaviors that help animals survive.
4. To describe four ways that animals communicate.
5. To list the advantages and disadvantages of living in groups.
F. To describe the body plans, nervous systems, and guts of invertebrates.
1. To explain how sponges get food.
2. To describe three cnidarian traits.
3. To describe the three kinds of flatworms.
4. To describe the body of a roundworm.
5. To explain how mollusks eat, control body functions, and circulate blood.
6. To describe the four body parts that most mollusks have in common.
7. To describe three annelid worms.
8. To list the four main characteristics of arthropods.
9. To describe the different body parts of the four kinds of arthropods.
10. To describe the two types of metamorphosis in insects.
11. To describe the endoskeleton, nervous system, and water vascular system.
12. To explain how an echinoderm’s body symmetry changes with age.
13. To describe five classes of echinoderms
IV. Science – Third Nine Weeks
A. To list the four common body parts of chordates.
1. To describe the two main characteristics of vertebrates.
2. To explain the difference between an ectotherm and an endotherm.
3. To describe four traits that fishes share.
4. To describe the three classes of living fishes, and give an example of each.
5. To explain how amphibians breathe.
6. To describe amphibian metamorphosis.
7. To describe the three groups of amphibians, and give an example of each.
8. To explain why amphibians are ecological indicators.
9. To explain the traits that allow reptiles to live on land.
10. To describe the characteristics of an amniotic egg.
11. To name the four groups of modern reptiles, and give an example of each.
B. To describe two kinds of feathers.
1. To describe how a
bird’s diet, breathing, muscles, and skeleton help it fly.
2. To describe how birds raise their young.
3. To identify the
differences between flightless birds, water birds, perching birds, and
birds of prey.
4. To explain how early mammals lived.
5. To describe seven common characteristics of mammals.
6. To explain how placental mammals develop.
7. To give an example of each type of placental mammal.
8. To describe the difference between monotremes and marsupials.
9. To name the two kinds of monotremes and marsupials.
10. To give three examples of marsupials.
11. To explain why many marsupials are endangered or extinct.
C. To distinguish between the biotic and abiotic parts of the environment.
1. To explain how populations and communities are related.
2. To describe how the abiotic parts of the environment affect ecosystems.
3. To describe the functions of producers, consumers, and decomposers.
4. To distinguish between a food chain and a food web.
5. To explain how energy flows through a food web.
6. To describe how the removal of one species affects the entire food web.
7. To explain the relationship between carrying capacity and limiting factors.
8. To distinguish between mutualism, commensalisms, and parasitism.
D. To describe the process of succession.
1. To contrast primary and secondary succession.
2. To explain how mature communities develop.
3. To diagram the water cycle, and explain its importance to living things.
4. To diagram the carbon cycle, and explain its importance to living things.
5. To diagram the nitrogen cycle, and explain its importance to living things.
V. Science – Fourth Nine Weeks
A. To distinguish
between abiotic factors and biotic factors in biomes.
1. To identify seven land biomes on Earth.
2. To list three abiotic factors that shape marine ecosystems.
3. To describe four major ocean zones.
4. To describe five marine ecosystems.
5. To
describe one abiotic factor that affects freshwater ecosystems.
6. To describe the three zones of a lake.
7. To describe two wetland ecosystems.
8. To explain how a lake becomes a forest.
B. To list five kinds of pollutants.
1. To
distinguish between renewable and nonrenewable
resources.
2. To describe the impact of exotic species.
3.
To give two examples of how pollution affects
humans.
4. To explain the importance of conservation.
5. To describe the three Rs.
6. To list five environmental strategies.
C. To describe the characteristics of bacteria.
1. To explain how bacteria reproduce.
2. To compare and contrast eubacteria and archaebacteria.
3. To explain how life on Earth depends on bacteria.
4. To list three ways bacteria are useful to people.
5. To
describe two ways in which bacteria can be harmful to people.
6. To list the four major virus shapes.
7. To describe the two kinds of viral reproduction.
D. To describe the characteristics of protists.
1. To describe four ways that protists get food.
2. To list an example for each group of protists.
3. To describe the characteristics of fungi.
4. To distinguish between the four main groups of fungi.
5. To explain how lichens affect their environment.
E. To Identify four characteristics that all plants share.
1. To describe the four main groups of plants.
2. To
list three nonvascular plants and three seedless vascular plants.
3. To
explain how seedless plants are important to the environment.
4. To
describe three ways that seed plants differ from seedless plants.
5. To describe the structure of seeds.
6. To compare angiosperms and gymnosperms.
7. To list three functions of roots and three functions of stems.
8. To describe the structure of a leaf.
9. To identify the parts of a flower and their functions.
F. To describe photosynthesis.
1. To describe how gas is exchanged in the leaves of plants.
2. To describe two ways in which photosynthesis is important.
3. To describe pollination and fertilization in flowering plants.
4. To explain how fruits and seeds are formed from flowers.
5. To list three examples of asexual reproduction in plants.
6. To explain how some plants respond to night length.
7. To describe how some plants respond to changes of season.
Revised: 9-15-2008