Bundle Name

Standard(s)

Kinetic Energy as Temperature and Waves

Students can develop models of pure substances to predict and explain changes to the speed and motion of particles, the temperature, and the state of matter as heat is added to or removed from the pure substance. The transfer of thermal energy, commonly known as “heat”, can be investigated with a device students design, construct, and test. Students can investigate the relationships between heat, type and amount of matter, and the motion of particles in the matter. Energy can also be transferred through mechanical waves, like sound waves and light waves. Students can develop and use models to illustrate how when light shines on an object, it can be reflected, absorbed or transmitted through the object.    

6.PS1.4 Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.

6.PS3.3 Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.*

6.PS3.4 Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample.

6.PS4.2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.

From Molecules to Organisms: Structures and Processes

Cells are the smallest unit that can be considered alive. Through investigations, students can gather evidence that all living things are made of one or more cells. Student-developed models can be used to describe how cell parts carry out specific functions within the cell, and how in multicellular organisms, groups of cells work together to perform tasks. Body subsystems (i.e., tissues, organs) are made of cells. Students can use evidence-based arguments for how these subsystems interact and are specialized for particular body functions. One interacting body subsystem is sensory receptors. Students can collect and summarize information to understand that, in response to environmental stimuli, signals are transmitted along nerve cells to the brain, which are then processed by the brain. The brain then produces memories and/or behaviors as a result of the processed stimuli.

6.LS1.1 Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.

6.LS1.2 Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

6.LS1.3 Use an argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

6.LS1.8 Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

Energy Flow and Earth Processes

Earth’s history is documented in chronological order using the fossil record and rock strata (layers). Students can use this information as evidence to support explanations for how this geologic time scale serves as a “calendar” for Earth’s geologic history. This history contains information on the existence, diversity, and extinctions of life over time. This history also shows how Earth’s systems (geosphere, biosphere, hydrosphere, atmosphere) have interacted to shape Earth’s surface in small and large ways over both short and long spans of time. These changes are evident from observations of rock, fossils, continental shapes and the ocean floor. Students can examine and interpret these observations to explain how geoscience processes have changed Earth’s surface at varying time and spatial scales. Students can also use models to illustrate how energy flow and the cycling of matter drives these processes within and among Earth’s systems.

6.ESS1.4 Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s geologic history.

6.ESS2.1 Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives these processes within and among Earth’s systems.

6.ESS2.2 Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.

6.ESS2.3 Analyze and interpret data on the patterns of distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.

Earth Systems and Interactions

Weather changes can be caused by air pressure, temperature, humidity, precipitation, and wind. Students can collect and use data about these different factors from weather maps, diagrams and other visualizations as evidence for detecting and predicting weather conditions caused by the motion of air masses flowing from regions of high pressure to regions with low pressure.

The sun drives all weather patterns on Earth. The force of gravity and ocean currents can redistribute this energy, affecting regional climates. Student-developed models can be used to describe how the sun, the force of gravity, Earth’s rotation and the ocean currents affect the cycling of water through Earth’s systems and determine regional climates. By understanding these interactions and mapping the natural events in an area, future events can be predicted.

6.ESS2.4 Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.

6.ESS2.5 Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions.

6.ESS2.6 Develop and use a model to describe how unequal heating and rotation of the Earth causes patterns of atmospheric and oceanic circulation that determine regional climates.

6.ESS3.2 Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.