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

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:  Glencoe Life Science, 1999, worksheets, supplemental materials, videos, laser discs, dissecting, collections, 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 give examples that show the need for classification systems.
  1.  To explain Linnaeus’s system of classification.
  2.  To identify characteristics and members of each kingdom.
  3.  To list reasons scientific names are more useful to scientists than
        common names.
  4.  To identify the functions of a dichotomous key.
  5.  To demonstrate how to use a dichotomous key.

 B.  To identify the features of living things in an organism.
  1.  To recognize the needs of living things and explain how these needs
                   are met.
  2.  To explain how Pasteur’s experiments disproved the theory of
        spontaneous generation.
  3.  To describe methods scientists use to solve problems.
  4.  To identify and use the SI units of length, volume, mass, and
        temperature.
 
 C.  To describe the structure of a virus and explain how viruses reproduce and
        cause disease.
  1.  To explain the benefits of vaccines.
  2.  To describe some helpful uses of viruses.
  3.  To discuss the history leading to the cell theory.
  4.  To explain the difference between the compound light microscope and
        the electron microscope.
  5.  To explain the importance of the cell theory.
  6.  To diagram a plant cell and an animal cell; identify the parts and the
        function of each part.
  7.  To describe the importance of the nucleus in the cell.
  8.  Explain the differences among tissues, organs, and organ systems.

 D.  To describe mitosis and explain its importance.
  1.  To explain differences between mitosis in plant and animal cells.
  2.  To give two examples of asexual reproduction.
  3.  To construct and identify the parts of a model of a DNA molecule.
  4.  To identify one benefit of cloning research.

III. Science ­ Second Nine Weeks
 
 A.  To explain how traits are inherited and explain Mendel’s role in the history
        of genetics.
  1.  To use a punnett square to predict the results of crosses.
  2.  To explain the difference between genotype and phenotype.
  3.  To explain inheritance of sex-linked traits.
  4.  To explain some advantages and disadvantages of genetic research.

 B.  To describe the characteristics of bacterial cells.
  1.  To identify some ways bacteria are helpful.
  2.  To explain the importance of nitrogen-fixing bacteria.
  3.  To explain how some bacteria cause disease.
  4.  To describe antibiotic resistance.
 
 C.  To identify the characteristics shared by all protists.
  1.  To compare and contrast the protist groups.
  2.  To identify the characteristics by all fungi.
  3.  To identify the causes and results of red tides.
  4.  To describe the three groups of protists.

 D.  To identify the characteristics of animals.
  1.  To determine how the body plans of animals differ.
  2.  To distinguish between invertebrates and vertebrates.
  3.  To discuss the importance of coral reefs.
  4.  To identify the structures that make up sponges and cnidarians.
  5.  To compare the body plans of flatworms and roundworms.
  6.  To distinguish between free-living and parasitic organisms.
  7.  To identify disease-causing flatworms and roundworms.

IV.   Science ­ Third Nine Weeks

 A.  To identify the features of mollusks.
  1.  To name three classes of mollusks and identify a member of each.
  2.  To describe the features of segmented worms.
  3.  To describe the structures and digestive process of an earthworm.
  4.  To identify features used to classify arthropods.
  5.  To relate the structure of exoskeleton to its function.
  6.  To distinguish between complete and incomplete metamorphosis.
  7.  To identify the impact of pesticides on the environment.
  8.  To identify the features of echinoderms.
  9.  To describe how sea stars get and digest food.

 B.  To identify the major characteristics of chordates.
  1.  To explain the differences between ectotherms and endotherms.
  2.  To describe the characteristics that identify the three classes of fish.
  3.  To identify the three kinds of amphibians and describe the character-
        istics of each.
  4.  To describe frog metamorphosis.
  5.  To identify the adaptations that enable reptiles to live on land.
  6.  To infer why the early reptiles were so successful.
  7.  To describe the characteristics of the modern reptiles.

 C.  To identify the characteristics of birds.
  1.  To identify the adaptations birds have for flight.
  2.  To explain how birds reproduce and develop.
  3.  To identify the characteristics of mammals.
  4.  To distinguish among monotremes, marsupials, and placental mam-
        mals.
  5.  To determine whether the government should limit the range of
        California sea otters.

 D.  To distinguish between innate and learned behavior.
  1.  To recognize the importance of behavioral adaptations.
  2.  To explain the advantages of zoos.
  3.  To determine the advantages and disadvantages of captive breeding.

 E.  To identify biotic and abiotic factors in an ecosystem.
  1.  To describe the characteristics of populations.
  2.  To explain the levels of biological organization.
  3.  To compare the habitat and niche of a species in a community.
  4.  To explain how energy flows through ecosystems.
  5.  To compare and contrast the possible benefits and drawbacks of
        reintroducing wolves into Yellowstone National Park.

V.  Science ­ Fourth Nine Weeks

 A.  To describe how ecosystems change over time.
  1.  To explain how new communities arise in areas that were bare of
        life.
  2.  To compare and contrast pioneer communities and climax com-
        munities.
  3.  To explain how climate influences land environments.
  4.  To describe the six biomes that make up land environments on Earth.
  5.  To describe the living and nonliving resources of the Antarctic.
  6.  To describe important seashore and deep-ocean ecosystems.

 B.  To list the characteristics of plants.
  1.  To describe adaptations of plants that made it possible for them to
        survive on land.
  2.  To compare vascular and nonvascular plants.
  3.  To describe the life cycles of mosses and ferns.
  4.  To describe the benifits and problems of burning coal.
  5.  To explain some of the methods of cleaning coal.

 C.  To list the characteristics of seed plants.
  1.  To describe the main characteristics of gymnosperms and angiosperms and their importance.
  2.  To compare monocots and dicots.
  3.  To describe the structures of roots, stems, and leaves.
  4.  To describe the functions of roots, stems, and leaves.
  5.  To describe the structure and function of the flower.
  6.  To describe methods of seed dispersal in seed plants.
  7.  To describe some plants that have value as medicines.

 D.  To describe the process of gas exchange in plants.
  1.  To explain the process and importance of photosynthesis.
  2.  To explain the relationship between stimuli and tropism in plants.
  3.  To identify two DNA technologies for improving crop production.
  4.  To describe the possible benefits of biotechnology.