responses of plants that allow them to survive and ......plants are commonly classified into two...

Structures, Processes, and Responses of Plants

6-2 The student will demonstrate an understanding of structures, processes, and

responses of plants that allow them to survive and reproduce. (Life Science)

Effective August 2007 1

6-2.1 Summarize the characteristics that all organisms share (including the obtainment

and use of resources for energy, the response to stimuli, the ability to reproduce,

and process of physical growth and development).

Taxonomy level: 2.4-B Understand Conceptual Knowledge

Previous/Future knowledge: In kindergarten (K-2.2), students identified examples of

organisms and nonliving things. Students have explored the basic needs (food, shelter, water,

space, and shelter) of plants in 1st grade and of animals in 2

nd grade.

It is essential for students to know the characteristics that separate living organisms from non-

living things. All living organisms share the following characteristics:

They obtain and use resources for energy

All organisms must obtain resources, such as food, oxygen, and water, which provide

required energy to perform the basic processes of life, such as growing and developing, or

repairing injured parts.

Autotrophs (for example plants) provide their own food for energy through the process of

photosynthesis, while heterotrophs (for example animals) must find an external source for

food.

Energy is released from food in most organisms through the process of respiration.

They respond to stimuli

A stimulus is any change in an organism’s surroundings that will cause the organism to react.

Examples of environmental stimuli may be changes in the amount of light present, changes

in temperature, sound, amount of water, space, amounts or types of food, or other organisms

present.

The reaction to the stimulus is called a response. It can be an action or behavior performed

by the organism.

They reproduce

Organisms have the ability to reproduce, or produce offspring that have similar

characteristics as the parents. There are two basic types of reproduction:

o Asexual reproduction: a reproductive process that involves only one parent and produces

offspring that is identical to the parent.

o Sexual reproduction: a reproductive process that involves two parents. The egg (female

reproductive cell) and sperm (male reproductive cell) from these two parents combine to

make an offspring that is different from both parents.

They grow and develop

Growth is the process whereby the organism becomes larger.

Development is the process that occurs in the life of the organism that results in the organism

becoming more complex structurally.

Organisms require energy to grow and develop.





It is not essential for students to know about the origins of life, mitosis or meiosis, or the

chemical equations for photosynthesis and respiration.

Assessment Guidelines:

The objective of this indicator is to summarize characteristics that all organisms share; therefore,

the primary focus of assessment should be to generalize the major points about characteristics

that all organisms share. However, appropriate assessments should also require student to recall

or exemplify the characteristics of organisms; or compare how organisms obtain food or

reproduce.





6-2.2 Recognize the hierarchical structure of the classification (taxonomy) of organisms

(including the seven major levels or categories of living things—kingdom, phylum,

class, order, family, genus, and species).

Taxonomy level: 1.1-A Remember Factual Knowledge

Previous/Future knowledge: In 4th

grade (4-2.1), students classified organisms into two major

groups: plants and animals according to their physical characteristics. There will be additional

study about protists and bacteria in 7th

grade.

It is essential for students to know that to study all of the organisms on Earth, biologists have

devised ways of naming and classifying them according to their similarities in structures.

The study of how scientists classify organisms is known as taxonomy.

The modern classification system uses a series of levels to group organisms.

An organism is placed into a broad group and is then placed into more specific groups based

its structures.

The levels of classification, from broadest to most specific, include: kingdom, phylum, class,

order, family, genus, and species.

The more classification levels an organism shares with another, the more characteristics they

have in common.

Kingdom

While scientists currently disagree as to how many kingdoms there are, most support a five-

kingdom (Plants, Animals, Fungi, Protists, Monerans) system.

Organisms are placed into kingdoms based on their ability to make food and the number of

cells in their body.

Phylum (pl. phyla)

In the Plant Kingdom, phyla are sometimes referred to as divisions.

Plants are normally divided into two groups: vascular and nonvascular.

In the Animal Kingdom, there are 35 different phyla. These phyla can be divided into two

groups: vertebrates and invertebrates.

Class, Order, Family

These levels become even more specific and will include fewer organisms that have more in

common with each other as they move down the levels.

Genus (pl. Genera)

Contains closely related organisms.

The genus is used as the first word in an organism’s scientific name.

Species

Consists of all the organisms of the same type which are able to breed and produce young of

the same kind.

The species is used as the second word in an organism’s scientific name.





Scientific name

The scientific name of an organism is made up of its genus and species.

It is written in italics (Genus species) with the genus capitalized.

For example, Canis lupus is the scientific name for the wolf and Pinus taeda is the scientific

name for a loblolly pine.

It is not essential for students to know any more detail about fungi, protists, or Monerans

beyond the major characteristics listed above. Students will study in detail the structures,

processes and responses in plants (6-2) and animals (6-3). Students do not need to use binomial

nomenclature to determine the scientific name of an organism.


The objective of this indicator is to recognize the hierarchical structure of the classification of

organisms; therefore, the primary focus of assessment should be to remember the classification

scheme for organisms. However, appropriate assessments should also require students to recall

characteristics of each level of organization that determines which organisms are placed within

it; or identify an appropriate example of a scientific name.





6-2.3 Compare the characteristic structures of various groups of plants (including

vascular or nonvascular, seed or spore-producing, flowering or cone-bearing, and

monocot or dicot).


Previous/Future knowledge: Students have been introduced to the study of plants in previous

grades. In 4th

grade (4-2.1), students classified organisms as flowering or nonflowering plants.

Students will not revisit this concept in high school, as the focus will be on the cellular level of

organisms.

It is essential for students to know that organisms in the Plant Kingdom are classified into

groups based on specific structures. All plants are included in this kingdom, which is then

broken down into smaller and smaller divisions based on several characteristics, for example:

How they absorb and circulate fluids – vascular or nonvascular;

How they reproduce – spores or seeds;

Method of seed production – cones or flowers;

Type of seed leaf – monocot or dicot.

Plants are commonly classified into two major groups based on their internal structures. These two

groups are vascular and nonvascular.

Vascular Plants

This is the largest group in the Plant Kingdom.

These plants have a well-developed system for transporting water and food; therefore, they

have true roots, stems, and leaves.

Vascular plants have tube-like structures that provide support and help circulate water and

food throughout the plant.

Xylem transport water and minerals from the roots to the rest of the plant.

Phloem transport food from the leaves to the rest of the plant.

Examples include trees and many shrubs with woody stems that grow very tall and grasses,

dandelions, and tomato plants with soft herbaceous stems.

Nonvascular Plants

These plants do not have a well-developed system for transporting water and food; therefore,

do not have true roots, stems, or leaves.

They must obtain nutrients directly from the environment and distribute it from cell to cell

throughout the plant. This usually results in these plants being very small in size.

Examples include mosses, liverworts, and hornworts.





The following classifications can also be used to group plants.

Seed-producing

Seed-producing plants are plants that reproduce through seeds. Seed plants make their own

seeds.

Seeds contain the plant embryo (the beginnings of roots, stems, and leaves) and stored food

(cotyledons) and are surrounded by a seed coat. From those seeds, new plants grow.

There are two major groups of seed-producing plants: cone-bearing plants and flowering

plants.

Spore-producing

Spore-producing plants are plants that produce spores for reproduction instead of seeds.

Spores are much smaller than seeds.

Almost all flowerless plants produce spores.

Examples include mosses and ferns.

Flowering Plants

Flowering plants differ from conifers because they grow their seeds inside an ovary, which is

embedded in a flower.

The flower then becomes a fruit containing the seeds.

Examples include most trees, shrubs, vines, flowers, fruits, vegetables, and legumes.

Cone-bearing Plants

Most cone-bearing plants are evergreen with needle-like leaves.

Conifers never have flowers but produce seeds in cones.

Examples include pine, spruce, juniper, redwood, and cedar trees.

Monocot

A seed with one food storage area is called a monocotyledon, or monocot.

Flowers of monocots have either three petals or multiples of three.

The leaves of monocots are long and slender with veins that are parallel to each other.

The vascular tube structures are usually scattered randomly throughout the stem.

Examples include grass, corn, rice, lilies, and tulips.

Dicot

A seed with two food storage areas is called a dicotyledon, or dicot.

Flowers of dicots have either four or five petals or multiples of these numbers.

The leaves are usually wide with branching veins.

The vascular tube structures are arranged in circular bundles.

Examples include roses, dandelions, maple, and oak trees.

It is not essential for students to know specific structures of nonvascular plants or the stages of

reproduction in spore-producing plants. The terms gymnosperm and angiosperm need not be

used at this time. Students do not need to know the origin or evolution of the plant kingdom.






The objective of this indicator is to compare the characteristic structures of various groups of

plants; therefore, the primary focus of assessment should be to detect similarities and differences

between the various groups (including vascular and nonvascular, seed and spore-producing,

flowering and cone-bearing, and monocot and dicot). However, appropriate assessments should

also require student to identify the different plant groups and their characteristics; classify plants

into the various groups based on their characteristics; or exemplify various groups of plants based

on their characteristics.





6-2.4 Summarize the basic functions of the structures of a flowering plant for defense,

survival, and reproduction.


Previous/Future knowledge: In 1st grade (1-2.4), students summarized the life cycle of plant,

which included flowers and seeds. In 3rd

grade (3-2.2), students explained how physical and

behavioral adaptations (for example structures for defense) allowed organisms to survive.

It is essential for students to know that flowering plants have special structures that function

for defense, survival, and reproduction.

Structures for Defense

Plants have structures for defense that protect them from threats and without these defenses the

plant might die. Examples of natural defenses that plants have developed over time may be

thorns that can defend the plant from being eaten by some animals

fruits and leaves with poisons so that they are not eaten by animals

the ability to close its leaves when touched (thigmotropism)

Structures for Survival

Plants have structures that allow them to survive in their habitats when the conditions are not

suitable. Examples of parts of flowering plants that function for survival may be:

Leaves function as the site of photosynthesis, respiration, and transpiration in plants.

Stems support the plant and hold the leaves up to the light. Stems also function as food

storage sites.

o The xylem in the stems transports water from the roots to the leaves and other plant parts.

o The phloem in the stems transport food made in the leaves to growing parts of the plant.

Roots help anchor the plant in the ground.

o They also absorb water and nutrients from the soil and store extra food for the plants.

o The more surface area on the root that is available, the more water and nutrients it can

absorb.

o Root hairs help to increase this surface area.

There are two types of roots: fibrous roots and taproots.

o Fibrous roots consist of several main roots that branch off to form a mass of roots.

Examples are grass, corn, and some trees.

o Taproots consist of one large, main root with smaller roots branching off. Examples are

carrots, dandelions, or cacti.

Seeds have special structures that allow them to be dispersed by wind, water, or animals.

The seeds coat helps protect the embryo from injury and also from drying out.

Structure for Reproduction

Parts of the flowering plant that function in reproduction include:

Flowers

Flowers produce seeds.

Many flowers contain both male and female parts needed to produce new flowers.

Flower petals are often colorful or have a scent to attract insects and other animals.





Stamen

The male part of a flower that has an anther on a stalk (filament).

The anther produces the pollen that contains the sperm cells.

Pistil

The female part of the flower that contains

o The ovary, which contains the ovules where the egg cells are produced,

o the stigma, which is the sticky top where pollen grains land, and

o the style, which is a stalk down which the pollen tube grows after pollination has taken

place

Seed

The ovule that contains the fertilized egg (embryo) from which new plants are formed.

A fruit that is formed from the ovary often protects them.

It is not essential for students to know the cell layers of leaf structures or other structures of

roots or stems.


The objective of this indicator is to summarize the basic functions of the structures of flowering

plants; therefore, the primary focus of assessment should be to generalize points about the

various structures needed for defense, survival, and reproduction. However, appropriate

assessments should also require student to identify the parts of a flower used for reproduction;

identify structures in plants used for defense, survival, or reproduction; illustrate a flower or

plant structures using words, pictures, or diagrams; or classify a structure based on its function

for defense, survival, or reproduction.





6-2.5 Summarize each process in the life cycle of flowering plants (including germination,

plant development, fertilization, and seed production).


Previous/Future knowledge: In 1st grade (1-2.4), students summarized the life cycle of plants

(including germination, growth, and the production of flowers and seeds). In 3rd

grade (3-2.1),

students illustrated the life cycle of seed plants.

It is essential for students to know that all flowering plants have similar life cycles. These life

cycles include distinct stages. These stages include:

Germination

When seeds are dispersed from the parent plant, they can either lay dormant or they can

begin to grow immediately given the right conditions.

This early stage of seed growth is called germination.

The roots begin to grow down, while the stem and leaves grow up.

Plant development

Over time the seed grows into a mature plant with the structures necessary to produce more

plants.

Fertilization

When pollen, which is produced in the stamen of a flower, transfers from stamen to pistil

(pollination) and then enters the ovule, which is located in the ovary of a flower, fertilization

occurs.

Seed production

Once the ovule is fertilized it develops into a seed.

A fruit (fleshy, pod, or shell) then develops to protect the seed.

Seeds are structures that contain the young plant surrounded by a protective covering.

It is not essential for students to know how reproduction occurs in nonvascular plants, cone-

bearing plants, or spore-producing plants. Differences in the time to complete a plant’s life

cycle, such as annual, biennial, or perennial, are interesting but not essential. Plant meiosis is

also not essential.


The objective of this indicator is to summarize each of the processes in the life cycle of flowering

plants; therefore, the primary focus of assessment should be to generalize the major points about

the life cycle of seed plants (including germination, plant development, fertilization, and seed

production). However, appropriate assessments should also require student to identify the

individual stages; illustrate the life cycle stages using words, pictures, or diagrams; or classify by

sequencing the stages of the life cycle.





6-2.6 Differentiate between the processes of sexual and asexual reproduction of flowering

plants.

Taxonomy level: 4.1-B Analyze Conceptual Knowledge

Previous/Future knowledge: This is the first time that students have been introduced to the

terms sexual and asexual reproduction. They have studied the process of reproduction in

flowering plants in 1st and 3

rd grades.

It is essential for students to know the difference between sexual and asexual reproduction in

flowering plants.

Sexual reproduction

A process of reproduction that requires a sperm cell (in pollen) and an egg cell (in the ovule)

to combine to produce a new organism.

All flowering plants undergo sexual reproduction.

Asexual reproduction

A process of reproduction that involves only one parent plant or plant part and produces

offspring identical to the parent plant.

Many plants can grow new plants asexually from their plant parts.

If a plant is cut or damaged, it can sprout new growth from the stems, roots, or leaves.

Plants use a variety of parts to produce new plants such as:

Tubers, bulbs

These are all types of underground stems.

The “eyes” or buds of tubers, for example potatoes, grow into roots and shoots to produce a

new plant.

Bulbs, for example onions, are big buds made of a stem and special types of leaves.

Runners

These are all types of stems that run along the ground.

New strawberries or some ivy grow from the tips of runners.

Many lawn grasses grow from runners.

Stem Cuttings

When a piece of cut stem is planted, roots may form from the cutting, and then a full plant

develops.

Sugar cane and pineapple are examples of plants grown from stem cuttings.

Roots

Some fruit trees and bushes send up “suckers” or new shoots from the roots.

Some plants have roots that can produce new plants from root pieces, such as a sweet potato.





Leaves

Some houseplants produce little plants right on their leaves.

For example, African violets can produce plants from leaves placed on top of soil.

It is not essential for students to know how reproduction occurs in nonvascular plants, cone-

bearing plants, or spore-producing plants.


The objective of this indicator is to differentiate between sexual and asexual reproduction in

plants; therefore, the primary focus of assessment should be to distinguish between processes

and structures that result in asexual reproduction from those that result in sexual reproduction in

plants. However, appropriate assessments should also require student to identify the

requirements for sexual reproduction in flowering plants; exemplify asexual reproduction in

plants; or identify structures that allow asexual plant reproduction to take place.





6-2.7 Summarize the processes required for plant survival (including photosynthesis,

respiration, and transpiration).


Previous/Future knowledge: In kindergarten, 1st grade, and 3

rd grade, students studied the

resources needed by plants in order to survive. Students have not studied the specific processes

of photosynthesis, respiration, and transpiration.

It is essential for students to know that plants are organisms that perform certain processes

necessary for survival.

Photosynthesis

Plants are organisms that make their own food, a simple sugar, for survival.

The process by which they make this sugar is called photosynthesis.

Chloroplasts, found in the cells of the leaf, contain chlorophyll, a green pigment that absorbs

light energy.

During this process, plants use carbon dioxide gas from the air (taken in through openings, or

pores, in the leaf called stomata) and water (taken in through the roots) to make sugar (food)

in the leaves.

During the process of photosynthesis, oxygen is also produced. The oxygen is released into

the air through the stomata.

Photosynthesis is the process that provides the oxygen in the atmosphere that most living

organisms need.

Respiration

The food (sugar) created through the process of photosynthesis is used to provide energy

needed by the plants to perform life functions.

To obtain the energy from the food it produces, plants must break down the sugar in the cells

throughout the plant in a process called respiration.

In this process, oxygen from the air (taken in through the stomata) combines with the sugar,

which is then broken down into carbon dioxide and water.

During this process, energy is released. This energy can now be used by the plant to perform

life functions.

The carbon dioxide and water that are formed are then given off through the stomata in the

leaves.

Transpiration

Some of the water taken in through the roots of plants is used in the process of

photosynthesis.

However, plants lose most of the water through the leaves. This process is called

transpiration.

Without a way to control transpiration, plants would wither up and die. Fortunately, plants

are able to slow down transpiration.

Guard cells, mostly on the underside of the leaf, open and close the stomata.

When the stomata are closed, water cannot escape from the leaf.





It is not essential for students to know the chemical formulas for photosynthesis and

respiration. The light and dark dependent reactions of photosynthesis as well as the steps for

respiration are not essential. Students do not need to know the internal leaf structural layers.


The objective of this indicator is to summarize plant processes necessary for survival; therefore,

the primary focus of assessment should be to generalize the major points about the processes of

photosynthesis, respiration, and transpiration. However, appropriate assessments should also

require student to identify the component plant parts necessary for photosynthesis, respiration,

and transpiration; illustrate the movement of water, oxygen, carbon dioxide, and food through

the plant; compare photosynthesis and respiration in terms of starting materials and what is

produced; or recall the function of these processes in plants.





6-2.8 Explain how plants respond to external stimuli (including dormancy and the forms

of tropism known as phototropism, gravitropism, hydrotropism, and

thigmotropism).


Previous/future knowledge: In 3rd

grade (3-2.4), students studied how plants respond to

changes in their environments, specifically their response to light. Students in 3rd

grade also

studied the concept of gravity as a pull on an object. In 4th

grade (4-2.4), students studied plant

behaviors in response to light, water, touch, and gravity in the environment.

It is essential for students to know that plants respond to changes in their environments. These

responses (the reply to the change in the environment, or stimulus) vary depending on the

specific environmental stimulus (a change in the environment that causes a response or a

reaction).

Under certain conditions, when a mature plant or seed becomes or remains inactive, it is said to

be dormant.

Dormancy is a period of time when the growth or activity of a plant or seed stops due to

changes in temperature or amount of water.

Dormancy allows various species to survive in particular environments.

It helps to ensure that seeds will germinate when conditions are favorable for survival of the

small seedlings.

For example, leaves fall from trees prior to the conditions of winter and the leaf buds do not

open again until conditions are favorable in the spring.

Plants respond to changes in the environment by growing or moving their stems, roots, or leaves

toward or away from the stimulus. This response, or behavior, is called a tropism. Examples of

plant tropisms include:

Phototropism

The way a plant grows or moves in response to light

Gravitropism

The way a plant grows or moves in response to gravity; also called geotropism

Hydrotropism

The way a plant grows or moves in response to water

Thigmotropism

The way a plant grows or moves in response to touch

It is not essential for students to know other tropisms, negative or positive tropisms, or the

internal causes for tropisms.






The objective of this indicator is to explain how plants respond to external stimuli; therefore, the

primary focus of assessment should be to construct a cause-and-effect model of plants

responding to external stimuli through dormancy or tropisms. However, appropriate assessments

should also require student to identify the responses of plants including dormancy and tropisms;

exemplify tropisms in plants; or illustrate the forms of tropism using words, pictures, or

diagrams.





6-2.9 Explain how disease-causing fungi can affect plants.


Previous/future knowledge: In 5th

grade (5-2.4), students identified the roles of organisms as

they interact and depend on one another through food chains and food webs in an ecosystem,

including decomposers (microorganisms, termites, worms, and fungi). Students have not

previously been introduced to the concept of diseases or their affects on other organisms.

It is essential for students to know that fungi are a kingdom of organisms that do not make their

own food.

Many types of fungi must grow in or on other organisms, such as plants.

These fungi, for example grain mold, corn smut, and wheat rust, cause diseases in those

plants that result in huge crop losses.

Diseases caused by fungi may also affect other important crops, such as rice, cotton, rye, and

soybeans.

If a fungus infects a tree, fruit, or grass, it can eventually kill the plant.

NOTE TO TEACHER: Students should know that even though fungi can be harmful to plants,

they are also helpful as decomposers, as a source of penicillin (medicine), and as food.

It is not essential for students to know about fungi that cause diseases in humans (including

Athlete’s foot) as this will be studied further in 7th

grade.


The objective of this indicator is to explain the effects of disease-causing fungi on plants;

therefore, the primary focus of assessment should be to construct a cause-and-effect model of the

ways that plants are affected by fungi. However, appropriate assessments should also require

students to recognize fungi that cause disease in plants; or recall that not all fungi are harmful.

Structures, Processes, and Responses in Animals


responses in animals that allow them to survive and reproduce. (Life Science)


6-3.1 Compare the characteristic structures of invertebrate animals (including sponges,

segmented worms, echinoderms, mollusks, and arthropods) and vertebrate animals

(fish, amphibians, reptiles, birds, and mammals).


Previous/Future knowledge: Students have previously studied animals in 2nd

grade, 3rd

grade,

and 4th

grade. In 4th

grade (4-2.1), students studied specific vertebrate animal groups and their

characteristics but not specific invertebrate animal groups. Students will focus on the study of

the human body in 7th

grade.

It is essential for students to know that the Animal Kingdom is divided into 35 different phyla.

These phyla can be classified into two groups (vertebrates or invertebrates) based on external

and internal physical characteristics.

However, all animals share several common characteristics:

o Their bodies are multi-cellular.

o They are heterotrophs (cannot make their own food) and must get their energy by eating

plants or other animals.

o Their major functions are to obtain food and oxygen for energy, keep their internal

conditions in balance, move, and reproduce.

Vertebrates comprise only one phylum of animals. They include fish, amphibians, reptiles, birds,

and mammals. Vertebrates share certain physical characteristics:

They have backbones, an internal skeleton (endoskeleton), and muscles.

They have blood that circulates through blood vessels and lungs (or gills) for breathing.

They have a protective skin covering.

Most have legs, wings, or fins for movement.

They have a nervous system with a brain that processes information from their environment

through sensory organs.

Vertebrates differ in the way that they control their body temperature.

In some (fishes, amphibians, and reptiles), their body temperature is close to that of their

environment. They are considered cold-blooded, or ectothermic.

In others (birds and mammals), their body temperature stays constant regardless of the

temperature of the environment. They are called warm-blooded, or endothermic.

Examples of vertebrates include:

Fish

Are cold-blooded (ectothermic); obtain dissolved oxygen in water through gills; most lay

eggs; have scales; have fins; and live in water.

Amphibians

Are cold-blooded (ectothermic); most can breathe in water with gills as young, and breathe

on land with lungs as adults; go through metamorphosis; lay jelly-like eggs.

The major groups of amphibians are frogs, toads, and salamanders.





Frogs and salamanders have smooth, moist skin, through which they can breathe and live part

of their life in water and part on land.

Toads have thicker, bumpy skin and live on land.

Reptiles

Are cold-blooded (ectothermic); breathe with lungs; most lay eggs, although in some the

eggs hatch inside the female; and have scales or plates.

Birds

Are warm-blooded (endothermic); breathe with lungs; lay eggs; have feathers; and have a

beak, two wings, and two feet.

Mammals

Are warm-blooded (endothermic); breathe with lungs; most have babies that are born live;

have fur or hair; and produce milk to feed their young.

Invertebrates comprise the remaining phyla of the Animal Kingdom. They include sponges,

segmented worms, echinoderms, mollusks, and arthropods. Invertebrates share certain

characteristics:

They do not have backbones or internal skeletons.

Some have external skeletons, called exoskeletons.

Examples of invertebrates include:

Sponges

Very simple animals that have many pores (holes) through which water flows.

Water moves into a central cavity and out through a hole in the top.

Sponges obtain their food and eliminate wastes through this passage of water.

They have specialized cells for obtaining food and oxygen from the water.

Segmented worms

Have long tube-like bodies that are divided into segments.

They are the simplest organisms with a true nervous system and blood contained in vessels.

A long digestive tube runs down the length of the worm’s inner body.

Worms take in dissolved oxygen from the water through their skin.

Examples of segmented worms may be earthworms and leeches.

Echinoderms

Have arms that extend from the middle body outwards.

They have tube feet that take in oxygen from the water and spines.

Examples may be sea stars, brittle stars, sea cucumbers, or sea urchins.

Mollusks

Have soft bodies; most have a thick muscular foot for movement or to open and close their

shells.





They have more developed body systems than sponges or worms.

They take in oxygen through gills or lungs, and some have shells.

Examples may be slugs, snails, clams, and octopuses.

Arthropods

Have jointed legs, segmented bodies, and some have wings.

They have hard outer coverings called exoskeletons.

They obtain oxygen from the air through gills or air tubes.

Examples may be insects, arachnids, and crustaceans.

It is not necessary for students to know the classification systems for the vertebrates and

invertebrates, life cycles of the various animal groups, other types of worms, other groups of

invertebrates, or the major organs, systems or complete anatomy of each group of animals.

Assessment Guideline:

The objective of this indicator is to compare the characteristic structures of vertebrates and

invertebrates; therefore, the primary focus of assessment should be to detect ways that these

organisms are alike and different. However, appropriate assessments should also require

students to identify specific invertebrate and vertebrate groups based on a description of

characteristics; illustrate the different kinds of vertebrates and invertebrates by their distinctive

differences; or classify an animal into a particular group based on its characteristics.





6-3.2 Summarize the basic functions of the structures of animals that allow them to defend

themselves, to move, and to obtain resources.


Previous/Future knowledge: In 3rd

grade (3-2.2), students explained how physical

adaptations (including defense, locomotion and movement, and food obtainment) of

animals allowed them to survive in their environments.

It is essential for students to know that animals have special structures that enable them to

survive in their environment. These structures allow them to defend themselves, to move,

and to obtain resources.

Structures for defense

Allow an animal to hide from a predator or warn a predator (for example skin color

(camouflage) or patterns (mimicry))

Allow an animal to make a direct attack painful (for example horns, claws, quills, stingers, or

venom)

Allow an animal to change its size prevent a direct attack (for example shells, emitting smells

or body fluids (ink), or mechanisms)

Allow an animal to flee or hide from predators (for example body design), sensory organs,

legs (for example for speed or for jumping), wings, or light-weight skeletons (for example

flight)

Allow an animal to construct holes or tunnels to run into and hide or to climb (for example

paws or toenails)

Structures for movement

Allow animals to move to fulfill their needs such as finding food and escaping predators (for

example legs, feet and arms, tails, fins, wings, body design, skeleton)

Structures to obtain resources

Allow an animal to chew, tear, and eat its food or drink (for example mouth parts including

beaks, teeth, flexible jaws, tongues, tube-shaped)

Allow an animal to grab and hold its food (for example tentacles, pincers, claws, fangs)

Allow an animal to consume food found in the water (for example filtering structures for

filter feeders in sponges or clams)

It is not essential for students to know the complete anatomy or any specialized structures for

the various groups of animals.


The objective of this indicator is to summarize basic functions of structures for defense,

movement, and resource obtainment; therefore, the primary focus of assessment should be to

generalize major points about the parts of an organism that allow for these functions. However,





appropriate assessments should also require students to identify individual structures and their

primary functions; exemplify or illustrate structures using words, pictures, or diagrams; or

classify structures by their function.





6-3.3 Compare the response that a warm-blooded (endothermic) animal makes to a

fluctuation in environmental temperature with the response that a cold-blooded

(ectothermic) animal makes to such a fluctuation.



grade (3-2.2), students explained how hibernation

allowed animals to survive. This is the first grade students have been introduced to the

concepts of endothermic and ectothermic (6-3.1).

It is essential for students to know the characteristics of endothermic and ectothermic

animals and how these animals respond to changes in their environmental temperatures.

Animals that are vertebrates differ in their abilities to regulate body temperature.

Warm-blooded (endothermic)

Animals, including birds and mammals, which maintain a nearly constant internal

temperature and do not change with the temperature of the environment.

When the outside temperature is too hot, an endothermic animal can cool off by sweating,

panting, changing position, or changing location. Sweating and panting generate heat loss

through evaporating water. Changing position and location allow the animal to find a cooler

environment in the shade or shelter.

Endothermic animals must eat much more often than ectothermic animals since it takes

energy to maintain a constant body temperature. For example, a lion must eat its weight in

food every seven to ten days.

Cold-blooded (ectothermic)

Animals, including fish, amphibians, and reptiles, which have an internal body temperature

that changes with the temperature of the environment.

They must gain heat to perform internal activities (for example digestion).

If the environment is cold, ectothermic animals become slow moving and sluggish. Some

animals must bask in the Sun (for example snakes or lizards) or move to a warmer area (for

example some fish) before they can move about to hunt for food.

If the temperature gets too hot, ectothermic animals will need to find a cooler temperature or

burrow in the ground to keep its body cool.

If an animal is cold blooded, they take on the temperature of their surroundings so they don't

have to use food energy to keep warm. This means they don't have to eat as often.

It in not essential for students to understand the chemical processes involved with warm-

blooded and cold-blooded animals.


The objective of this indicator is to compare responses of cold-blooded (ectothermic) and warm-

blooded (endothermic) organisms to their environment; therefore, the primary focus of

assessment should be to detect similarities and differences in ectothermic to endothermic

organisms. However, appropriate assessments should also require students to identify organisms





that are cold-blooded and those that are warm-blooded; exemplify responses that would occur

due to changes in the environment; or classify organisms as endothermic or ectothermic.





6-3.4 Explain how environmental stimuli cause physical responses in animals (including

shedding, blinking, shivering, sweating, panting, and food gathering).



grade (3-2.4), students explained how changes in habitats

affect the survival of plants and animals. In 4th

grade (4-2.5), students explained how an

organism’s behavior is related to its environment.

It is essential for students to know that animals have physical responses that are caused by

environmental stimuli. Examples of animal responses to temperature changes that help maintain

internal temperature include:

Shedding

To maintain internal temperatures, animals may form thick coats of fur or feathers to insulate

their body from cold weather; in hot weather animals will shed this extra covering, providing

a cooling effect.

Sweating

Sweating is an organism’s major way of getting rid of excess body heat.

When sweat evaporates from the surface of the skin, it cools the animal.

Panting

Panting is another way of getting rid of excess body heat.

When an animal pants (breathes heavily), increased air flow causes an increase in

evaporation from the animal’s mouth and lungs, cooling the animal.

Shivering

Shivering is a mammal’s mechanism to increase heat production.

Shivering is an involuntary response to a drop in the temperature outside or within the body.

It is a method that the body uses to increase the rate at which energy is transformed into heat.

Examples of common responses to changes in environmental stimuli include:

Blinking

Blinking is an automatic response that helps to protect the eye.

Some animals need to blink to keep their eyes covered with a tear film.

This tear film serves to protect the eye from drying out and from potential infection.

The blink response also serves to protect the eye from being injured if a foreign object comes

near the eye.

Food gathering

The process of finding food by hunting or fishing or the gathering of seeds, berries, or

roots, may be seasonal.

o Storing food: Many animals will begin to gather and store food for the winter.

Examples of such animals may be squirrels, mice, or beavers.





o Storing nutrition in the form of fat: Many animals will overeat and reduce their physical

activity to conserve energy in response to environmental stimuli such as cold weather

or drought. Examples of such animals may be bears, penguins, walruses, chipmunks,

or ants.

It is not essential for students to know the chemical mechanisms for the responses studied here.


The objective of this indicator is to explain how environmental stimuli cause physical responses

in animals; therefore, the primary focus of assessment should be to construct a cause-and-effect

model of the various physical responses that animals have due to environmental stimuli.

However, appropriate assessments should also require students to recall physical responses of

various animals; summarize responses that occur due to environmental stimuli; or exemplify

ways that the environment affects animals.





6-3.5 Illustrate animal behavioral responses (including hibernation, migration, defense,

and courtship) to environmental stimuli.


Previous/Future knowledge: Students have previously studied hibernation and animal defense

in 3rd

grade (3-2.2). In 4th

grade (4-2.5) students explained how an organism’s behavior is

related to its environment.

It is essential for students to know that a complex set of responses to stimuli is called behavior.

Behavioral responses refer to how animals cope with changes in their environments. Animals

may respond to environmental stimuli through behaviors that include hibernation, migration,

defense, and courtship.

Hibernation

As a result of cold, winter weather (stimulus) some animals will hibernate.

Hibernation is a state of greatly reduced body activity, used to conserve food stored in the

body.

Some animals hibernate for part or all of the winter.

The animal's body temperature drops, its heartbeat and breathing slow down, and it uses very

little energy.

Examples of hibernating animals may be ants, snakes, black bears, beavers, and ground

squirrels.

Migration

Migration is the movement of animals from one place to another in response to seasonal

changes. They travel to other places where food is available.

Migrating animals usually use the same routes year after year.

The cycle is controlled by changes in the amount of daylight and the weather.

Examples of animals that migrate are monarch butterflies, orcas, caribou, and ducks.

Defense

Defense mechanisms vary with different types of animals. Some examples are:

o Camouflage: Some animals have protective coloration to survive changes in its

environment. Some animals develop their camouflage in response to the weather; for

example the artic fox and snowshoe hare. They develop a white coat for the winter to

blend in with the snow and a gray coat in the summer to blend in with the forest.

Chameleons and other lizards change colors to blend into the environment to avoid

predators.

o Smells: Skunks use an offensive odor in response to fear. The skunk turns the predator's

sense of smell against it by issuing a stream of oily, foul smelling musk.

o Stingers: Wasps and bees use a stinger for protection when frightened or threatened.

o Ejection: The black ink cloud of an octopus is a defense mechanism because it gives the

animal a chance to escape from a predator. When the horned lizard gets really scared, it

shoots blood out of its eyes allowing it time to escape.





o Mimicry: When a weaker animal copies stronger animals' characteristics to warn off

predators. Some animals may look like another more poisonous or dangerous animal that

give it protection, such as a “false” coral snake or hawk moth caterpillar that looks like a

snake. Certain moths have markings that look like eyes and some flower flies resemble

black and yellow wasps that have a powerful sting and use this disguise to ward off

predators.

o Grouping: This social behavior occurs when certain animals travel together in groups to

protect individuals within the group or to fool a predator into thinking the group is one

large organism. Examples may include herds (buffalo, zebra, cattle), packs (wolves), or

schools of fish.

Courtship

Courtship in animals is usually a behavioral process whereby adults of a species try to attract

a potential mate.

Courtship behaviors ensure that males and females of the same species recognize each other.

Environmental stimuli, such as seasonal changes, will stimulate courtship.

Often sensory cues (for example, chemical odor cues, sounds, or color) will serve as

courtship attractants in animals.

It is not essential for students to know the chemical mechanisms for the behaviors studied here,

technologies for tracking the migration of animals, or other types of animal behaviors


The objective of this indicator is to illustrate animal behavioral responses to environmental

stimuli; therefore, the primary focus of assessment should be to give examples of animal

behavioral responses (including hibernation, migration, defense, and courtship) using pictures,

diagrams, or words. However, appropriate assessments should also require students to recall

information about behavioral responses; explain how environmental stimuli result in animal

behaviors; or summarize animal behaviors that result from environmental stimuli.





6-3.6 Summarize how the internal stimuli (including hunger, thirst, and sleep) of animals

ensure their survival.



grade (3-2.2), students explained how physical and

behavioral adaptations (including hibernation and food obtainment) allowed the organism to

survive. In 4th

grade (4-2.5), students explained how an organism’s behavior is related to its

environment (including the availability of food). They also studied how animals use their senses

to detect signals in the environment and how their behaviors are influenced by these signals (4-

2.3).

It is essential for students to know that animals have internal stimuli, or cues, including hunger,

thirst, and sleep, that ensure their survival.

Hunger

The importance of hunger is that it cues animals to eat.

Animals need food for energy and, therefore, for survival.

Thirst

The importance of thirst is that it cues animals to take in water.

Animals need water since their bodies are mostly made of water.

Sleep

The importance of sleepiness is that it cues the animal to sleep.

Sleep is required to restore the body’s ability to function.

It is not essential for students to know the internal chemical mechanisms for the stimuli studied

here.


The objective of this indicator is to summarize how the internal stimuli of animals ensure their

survival; therefore, the primary focus of assessment should be to generalize the main points

about internal stimuli (including hunger, thirst, and sleep) and their affects on animal behavior.

However, appropriate assessments should also require students to identify internal stimuli (cues);

exemplify responses to internal stimuli; or compare animals’ survival responses to internal

stimuli.





6-3.7 Compare learned to inherited behaviors in animals.



grade (4-2.4), students distinguished between the

characteristics of an organism that are inherited and those that are acquired over time. In 7th

grade (7-2.7), students will distinguish between inherited traits and those that are acquired from

environmental factors.

It is essential for students to know that a behavior is an activity or action, in response to

changes in the environment, which helps an organism survive.

Some animal behaviors result from direct observations or experiences and are called learned

behaviors.

Imprinting is a behavior in which newborn animals recognize and follow the first moving

object they see. Usually, this moving object is the mother. The imprinting behavior cannot

be reversed.

Conditioning (which includes trial-and-error learning) is a behavior in which an animal

learns that a particular stimulus and its response to that stimulus will lead to a good or bad

result. For example, chimpanzees learn to use small sticks to dig in the soil for insects, or a

child learns that touching a hot object will cause pain.

Some animal behaviors are passed from the parent to the offspring and are with the animal from

birth. These are called inherited behaviors, or instincts. Some examples of instincts are:

The ability to swim, for example in whales or fish, is an inherited behavior. Whales and fish

do not need to be taught how to swim.

Crying in babies is an inherited behavior that is often a response to hunger, thirst, or

sleepiness.

When a snail digs a hole to lay its eggs, a bird builds a special kind of nest, or when a fiddler

crab waves its claw to attract a female, the animals are acting on instinct.

It is not essential for students to know how inherited traits are passed from parents to offspring

through genetics.


The objective of this indicator is to compare learned to inherited behaviors in animals; therefore,

the primary focus of assessment should be to detect similarities and differences between

behaviors that animals learn and those they are born knowing how to do. However, appropriate

assessments should also require students to identify a particular behavior as learned or inherited;

summarize behaviors that are learned and behaviors that are inherited; exemplify behaviors that

would occur due to learning or inheritance; or classify behaviors as learned or inherited.

Earth’s Atmosphere and Weather

6-4 The student will demonstrate an understanding of the relationship between Earth’s

atmospheric properties and processes and its weather and climate. (Earth Science)


6-4.1 Compare the composition and structure of Earth’s atmospheric layers

(including the gases and differences in temperature and pressure within the

layers).


Previous/Future knowledge: Students have not been introduced to the concepts of Earth’s

atmosphere and its layers in previous grades. Air pressure is also a new concept. In 2nd

grade (2-

3.1), students explained the effects of moving air as it interacts with objects. In 3rd

grade (3-4.1),

students classified different forms of matter (including gases). In 4th

grade (4-4.3), students

compared daily and seasonal changes (including wind speed). These previous experiences can

aide the study of the atmosphere here.

It is essential for students to know that Earth’s atmosphere is the layer of gases that surrounds

the planet and makes conditions on Earth suitable for living things.

Atmospheric

Layers

Earth’s atmosphere is

divided into several

different atmospheric

layers extending from

Earth’s surface outward

the troposphere, where all

weather occurs

the stratosphere, where the

ozone layer is contained

the mesosphere

the thermosphere

the exosphere

Earth’s

Surface

Space

Atmospheric

Gases

Nitrogen and Oxygen

Ozone

Water vapor and

Carbon dioxide

Trace gases, for example

argon

the two most common gases;

found throughout all the layers

a form of oxygen found in the

stratosphere

important gases for weather

conditions; found in the

troposphere

play an insignificant role

Atmospheric

Temperatures

Differences in temperature

separate the layers As altitude increases,

temperature decreases in the

troposphere

The stratosphere is cold except

in its upper region where ozone

is located

The mesosphere is the coldest

layer

Even though the air is thin in

the thermosphere, it is very

hot

The cold regions of outer space





extend from the exosphere

Atmospheric

Pressure

The air pressure, the force

exerted by the gases pushing on

an object, is greatest near the

surface of Earth, in the

troposphere.

Air pressure decreases

through the layers farther

out from the surface as

Earth’s pull of gravity

decreases.

Troposphere

pressure

decreases

Exosphere

It is not essential for students to know the exact distance between each layer or the

temperatures of the layers. The chemistry of the different gas particles (such as H2 is an element,

and CO2 is a compound) is not expected at this grade level. They do not need to compare the

properties of pure air with air containing particulate matter and unnatural gases, polluted air.


The objective of this indicator is to compare the composition and structure of Earth’s

atmospheric layers; therefore, the primary focus of assessment should be to detect similarities

and differences between the layers (including the gases and differences in temperatures and

pressure within the layers). However, appropriate assessments should also require students to

identify common gases or the layer where weather occurs; recall where the ozone layer is

located; or classify by sequencing the layers.





6-4.2 Summarize the interrelationships among the dynamic processes of the water cycle

(including precipitation, evaporation, transpiration, condensation, surface-water

flow, and groundwater flow).



grade, students summarized the processes of the water cycle

(including evaporation, condensation, precipitation, and runoff) (4-4.1) and classified clouds

according to their three basic types (4-4.2). In 5th

grade (5-4.2), students compared the physical

properties of the states of matter. The addition of transpiration and the two areas of run-off are

new information. In 7th

grade (7-4.5), students will study groundwater zones and surface water

drainage basins.

It is essential for students to know that water is always moving between the atmosphere

(troposphere) and surface of Earth. Each components of the water cycle process has certain

conditions under which each form of precipitation develops:

Precipitation

After condensation occurs (forming clouds), water droplets fall in various forms of

precipitation – rain, snow, freezing rain, sleet, or hail, depending upon weather conditions.

Temperature variations within clouds and/or within the region between the cloud and Earth

allows for the various forms of precipitation.

Evaporation/Transpiration

Water enters the atmosphere as water vapor through evaporation and transpiration, plants

releasing water vapor.

Condensation

Condensation happens in the atmosphere as water vapor changes to water droplets.

Clouds form as a result of condensation.

Dew forms when water vapor condenses directly onto a surface;

Frost forms when water vapor changes from gas directly to ice crystals on a surface when the

temperature at which condensing would take place is at the freezing point or below.

Run-off

If precipitation falls on land surfaces, it always attempts to move back toward sea level as

surface-water flow or groundwater flow.

The surface that receives the precipitation determines its flow back towards sea level.

Examples are:

Water will remain on the surface when the surface is not porous or the precipitation is

falling too fast for the water to sink into the ground.

Water will sink into the ground when the surface is porous and there is lots of space in

the soil to hold the water.





It is not essential for students to know what happens to the individual water particles as they

change from one state of matter to another.


The objective of this indicator is to summarize the interrelationships among the processes of the

water cycle; therefore, the primary focus of assessment should be to generalize major points

about the parts of the water cycle (including precipitation, evaporation, transpiration,

condensation, surface-water flow, and groundwater flow). However, appropriate assessments

should also require students to identify parts of the water cycle; compare one part of the water

cycle with another; or illustrate parts of the water cycle using words, drawings, diagrams, or

symbols.





6-4.3 Classify shapes and types of clouds according to elevation and their associated

weather conditions and patterns.

Taxonomy level: 2.3-A, B Understand Conceptual Knowledge


grade (4-4.2), students classified clouds according to their

three basic types (cumulus, cirrus, and stratus) and summarized how clouds form.

It is essential for students to know that clouds that form from the condensation of water vapor

are classified by a basic shape and associated weather conditions and patterns. Clouds can be

classified in three major groups:

Cumulus

Clouds formed at medium or low elevation.

Cumulus clouds are puffy with flat bottoms.

When cumulus clouds are white they often signal fair weather, but when they are darker, they

may signal rain or thunderstorms.

Cirrus

Clouds formed at high elevations; wispy clouds usually consisting of ice crystals that signal

fair weather or may also signal an approaching warm front.

Stratus

Clouds formed at medium or low elevation; spread out layer upon layer covering a large area

As stratus clouds thicken, precipitation usually occurs over that area.

It is essential for students to know the names of many clouds are a combination of one of the

three basic shapes and a prefix or suffix. The basic shape name can be combined with the

appropriate prefix or suffix listed below as clues to the weather conditions that may result.

Combinations of those shapes can be used with nimbus, which means “rain”, for example,

cumulonimbus or nimbostratus.

A cumulonimbus cloud, also called a thunderhead, is often part of thunderstorm conditions

that may accompany a cold front.

The prefix alto- may also be used to indicate medium-level clouds formed at about 2-6

kilometers up into the atmosphere, for example, altocumulus or altostratus.

Clouds that form when condensation occurs at or near the ground are called fog.

It is not essential for students to know the details of cloud formation, condensation nuclei and

dew point. Knowing the numerous combinations of cloud names is also not essential.


The objective of this indicator is to classify shapes and types of clouds according to elevation and

their associated weather conditions and patterns; therefore, the primary focus of assessment

should be to determine the cloud category based on the description. However, appropriate

assessments should also require students to recognize a cloud type based on a description;

illustrate cloud shapes or types through pictures or words; or compare weather conditions

associated with cloud types.





6-4.4 Summarize the relationship of the movement of air masses, high and low pressure

systems, and frontal boundaries to storms (including thunderstorms, hurricanes,

and tornadoes) and other weather conditions.


Previous/Future knowledge: Students have been introduced to the conditions, effects, and

safety issues of severe storms in 4th

grade (4-4.4) but not to their relationships with fronts and

low-pressure systems. Using these concepts to make predictions is a future application at the

high school level.

It is essential for students to know that the interactions between air masses, fronts, and

pressure systems result in various weather conditions.

Air masses

Huge bodies of air that form over water or land in tropical or polar regions.

Temperature and humidity conditions (for example, warm or cold air, humid or dry air)

within the air masses as they form are important to the resulting weather conditions when air

masses move.

Fronts

As these air masses move and collide with each other, fronts form at the boundaries between

the air masses.

Depending upon the air masses involved, a warm front, cold front, stationary front, or

occluded front can develop.

o When a warm air mass collides and rides over a cold air mass, the resulting warm front

may produce long periods of precipitation and warmer temperatures.

o When a cold air mass collides and slides under a warm air mass, the resulting cold front

may produce thunderstorms and sometimes tornadoes and cooler temperatures.

o When neither a cold air mass nor a warm air mass moves at a frontal boundary, the

resulting stationary front may produce long period of precipitation.

o When a cold air mass pushes into a warm air mass that is behind a cool air mass, the

warm air mass is pushed up above the cooler air masses. The resulting occluded front

may produce long periods of precipitation.

High/Low Pressure Systems

Warm air rising or cold air sinking combined with the spinning of Earth causes the air to spin

forming high and low pressure regions.

o High pressure systems usually signal more fair weather with winds circulating around the

system in a clockwise direction.





o Low pressure systems with counterclockwise circulating winds often result in rainy

and/or stormy weather conditions.





Storms

Severe weather conditions called storms occur when pressure differences cause rapid air

movement.

Conditions that bring one kind of storm can also cause other kinds of storms in the same area.

o Thunderstorm is storm with thunder, lightning, heavy rains and strong winds; form within

large cumulonimbus clouds; usually form along a cold front but can form within an air

mass.

o Tornado is a rapidly whirling, funnel-shaped cloud that extends down from a storm

cloud; the very low pressure and strong winds can cause great damage to people and

property; are likely to form within the frontal regions where strong thunderstorms are

also present.

o Hurricane is a low pressure tropical storm that forms over warm ocean water; winds form

a spinning circular pattern around the center, or eye, of the storm; the lower the air

pressure at the center, the faster the winds blow toward the center of the storm.

Other Weather Conditions

Since weather is a condition of Earth’s atmosphere at any time, weather conditions may

include fair weather, showers or light rain, humid conditions, clear skies with cold

conditions, days of clouds and precipitation, or others that do not necessarily involve storms.

It is not essential for students to know the specific names of all the air masses. The specifics of

the formation of severe low-pressure storms, for example, tornadoes and hurricanes, are not

necessary.


The objective of this indicator is to summarize the relationships of the movement of air masses,

high and low pressure systems, and frontal boundaries to storms and other weather conditions;

therefore, the primary focus of assessment should be to generalize the major points about these

factors in their relationship to storms (including thunderstorms, hurricanes, and tornadoes)

weather conditions. However, appropriate assessments should also require students to interpret a

diagram or description of a front; compare the weather conditions resulting high pressure and

low pressure systems; or predict the weather condition(s) along fronts or within air masses.





6-4.5 Use appropriate instruments and tools to collect weather data (including wind speed

and direction, air temperature, humidity, and air pressure).

Taxonomy level: 3.2-C Apply Procedural Knowledge

Previous/Future knowledge: Only the barometer and sling psychrometer are new instruments

to the study of weather. The others were introduced and used in 2nd

and in 4th

grade. (See 2-1.2,

2-3.4, 4-1.2, 4-4.5) This indicator also relates to a scientific inquiry indicator (6-1.1).

It is essential for students to know that in order to understand the conditions in weather systems

and be able to make weather forecasts as precise as possible, weather data must be accurately

collected.

NOTE TO TEACHER: Students must be able to use (not make) and accurately measure using

the following instruments:

Anemometer

A tool used to measure wind speed in miles per hour.

Wind vane

A tool used to measure wind direction.

Sometimes referred to as a wind-weather vane or a wind sock.

Wind direction is described by the direction from which the wind is blowing.

Thermometer

A tool used to measure air temperature in degrees Fahrenheit or Celsius.

Sling Psychrometer

A two-thermometer instrument also referred to as a wet-dry bulb used to measure relative

humidity (the amount of water vapor in the air).

Temperatures readings are converted using a relative humidity table.

Barometer

A tool used to measure air pressure in inches of mercury or millibars (mb).

Rain gauge

A tool used for measuring the amount of precipitation in inches or centimeters.

It is not essential for students to make any of these instruments; they need to use them to

collect weather data accurately. Students do not need to know how to use a hygrometer.


The objective of this indicator is to use appropriate instruments and tools to collect weather data;

therefore, the primary focus of assessment should be to apply a procedure to the tool that would

be needed to measure wind speed, wind direction, air temperature, humidity, and air pressure.

However, appropriate assessments should also require students to identify weather instruments

that measure certain weather conditions; interpret the reading on the instrument for accurate

data; or interpret the scale on weather instruments.





6-4.6 Predict weather conditions and patterns based on weather data collected from

direct observations and measurements, weather maps, satellites, and radar.


Previous/Future knowledge: Recording and predicting weather using weather maps, satellite

images, and radar is new to this grade – some foundational concepts were given in 4th

grade (4-

4.6). Fourth grade did not use these tools to predict weather.

It is essential for students to know weather conditions and patterns can be predicted based on

weather data collected from various sources.

Direct Observations and Measurements

Basic weather conditions can be observed and/or measured (using the instruments listed in 6-

2.5) or obtained from meteorologists at national weather data collection sites.

In order to make weather predictions, the data should be collected on a regular basis over a

period of time.

This allows for the development of patterns in weather conditions from the analysis of the

data.

For example, a hurricane’s path can be predicted using data on its position over time (plotted

on a hurricane tracking map), thereby allowing meteorologists to make predictions

concerning the possible warnings to land areas in the hurricane’s path.

Weather maps

Weather maps can help predict weather patterns by indicating high or low pressure systems

(isobars), movement of air masses and fronts, or temperature ranges (isotherms).

Station models from specific locations provide information that can

also be used to predict weather patterns.

Information found on a station model can include cloud cover,

temperature (85F), wind direction and speed, precipitation (* - snow,

● – rain), or barometric pressure (1002 mb).

Satellites

Satellite images are used for seeing cloud patterns and movements.

For example, hurricane clouds and movement can be observed using satellite images.

Radar

Radar images can be used to detect cloud cover, rainfall or storm location, intensity, and

movement, as well as the potential for severe weather (for example, hurricanes or tornadoes).

It is not essential for students to know how to draw weather maps or isobar or isotherm lines.

Students do not need to identify other information found on a station model such as the types of

clouds, dew point, types of precipitation (other than snow or rain), or change in barometric

pressure.

85 1002

●






The objective of this indicator is to predict weather conditions and patterns based on weather

data collected from direct observations and measurements, weather maps, satellites, and radar;

therefore, the primary focus of assessment should be to take the presented material from direct

observations and measurements, from weather maps, satellite images, and radar and use that

information to show what might happen to local or national weather conditions. However,

appropriate assessments should also require students to interpret a weather map, station model,

or hurricane tracking map; compare a series of weather maps to show patterns or weather system

movement; or identify weather symbols commonly found on weather maps.





6-4.7 Explain how solar energy affects Earth’s atmosphere and surface (land and water).


Previous/Future knowledge: This indicator contains new conceptual material. It can be

reinforced with concepts in standard 6-5 where solar energy sources and properties are identified

(6-5.1), where energy transformation is explained (6-5.2) and where heat energy transfer is

illustrated (6-5.5). In high school Earth Science students will further study the effects human

activities have had on the atmosphere due to excess greenhouse gases, ozone depletion, and

photochemical smog (ES-4.7)

It is essential for students to know that the driving energy source for heating of Earth and

circulation in Earth’s atmosphere comes from the Sun and is known as solar energy.

Some of the Sun’s energy coming through Earth’s atmosphere is reflected or absorbed by gases

and/or clouds in the atmosphere.

The land heats up and releases its heat fairly quickly, but water needs to absorb lots of solar

energy to warm up. This property of water allows it to warm more slowly but also to release

the heat energy more slowly. It is the water on Earth that helps to regulate the temperature

range of Earth’s atmosphere.

Solar energy that is absorbed by Earth’s land and water surfaces is changed to heat that

moves/radiates back into the atmosphere (troposphere) where the heat cannot transmitted

through the atmosphere so it is trapped, a process known as the greenhouse effect.

It is not essential for students to know the electromagnetic spectrum as part of solar (radiant)

energy. Students do not have to explain the greenhouse effect in its negative terms based on

excess greenhouse gases in the atmosphere.


The objective of this indicator is to explain how solar energy affects Earth’s atmosphere and

surface (land and water); therefore, the primary focus of assessment should be to construct a

cause-and-effect model of solar energy’s impact on Earth’s atmosphere and on the land and

water surfaces. However, appropriate assessments should also require students to summarize the

process known as the greenhouse effect; or identify factors in the atmosphere that would either

reflect or absorb solar energy.





6-4.8 Explain how convection affects weather patterns and climate.


Previous/Future knowledge: This indicator contains new conceptual material. It can be

reinforced with concepts in standard 6-5.6 where heat energy transfer is illustrated. Students will

relate the movement by convection to plate tectonics in 8th

grade (8-3.6).

It is essential for students to know that because warm air near Earth’s surface rises and then

cools as it goes up, a convection current is set up in the atmosphere. There are three atmospheric

convection areas in the northern hemisphere and three in the southern hemisphere.

the tropical region begins at the equator and extends to the about 30 degrees north latitude;

the temperate region extends from there to about 60 degrees north latitude, and

the polar region extends from there to the north pole, 90 degrees north latitude.

NOTE TO TEACHER: Students will focus their understanding on the northern hemisphere

convection regions, or cells:

Convection happens on a global scale in the atmosphere and causes global winds. These winds

then move weather systems and surface ocean currents in particular directions.

Due to the spinning of Earth, the weather systems in these regions move in certain directions

because the global wind belts are set up (6-4.9).

On a smaller scale, convection currents near bodies of water can cause local winds known as

land and sea breezes.

The surface currents of Earth’s oceans that circulate warm and cold ocean waters in

convection patterns also influence the weather and climates of the landmasses nearby.

The warm Gulf Stream current water influences the eastern Atlantic shoreline of the

United States, while the cold California current influences its western Pacific shoreline.

Because of the unequal heating of Earth, climate zones (tropical, temperate, and polar) occur.

Since temperature is a major factor in climate zones, climate is related

o to the convection regions at various latitudes,

o to temperature differences between the equator and the poles, and also

o to warm and cold surface ocean currents.

It is not essential for students to locate, classify, or identify the characteristics of various global

climate regions. This indicator is not a complete study on the conditions related to climate.

Climate is only related as an effect of global convection.


The objective of this indicator is to explain how convection affects weather patterns and climate;

therefore, the primary focus of assessment should be to construct a cause-and-effect model of

convection’s impact on Earth’s convection regions, global winds, ocean surface currents, and

climate. However, appropriate assessments should also require students to interpret diagrams





related to convection; compare convection regions to the global wind belts; or identify the

convection regions or ocean currents that influence climate along the coasts of the United States.





6-4.9 Explain the influence of global winds and the jet stream on weather and climatic

conditions.


Previous/Future knowledge: This indicator contains new conceptual material. Students will

expand on this knowledge in high school Earth Science as they then develop understanding of

the Coriolis effect and also look at the causes and evidence for global climate changes. Students

will also study geographic influences attributed to global climate patterns.

It is essential for students to know that global winds are found in each convection region (6-

4.8).

Because convection cells are in place in the atmosphere and Earth is spinning on its axis,

these global winds appear to curve. This is known as the Coriolis effect.

In the global wind belt regions, the prevailing direction of the winds and how air movement

in these large regions affects weather conditions.

Global winds

The trade winds blow from east to west in the tropical region moving warm tropical air in

that climate zone.

The prevailing westerly winds blow from west to east in the temperate region.

The temperate zone temperatures are affected most by the changing seasons, but since the

westerly wind belt is in that region, the weather systems during any season move from west

to east. Since the United States is in the westerly wind belt, the weather systems move across

the country from west to east.

Tropical weather systems, for example hurricanes, are moved in the prevailing direction of

the trade winds. If they enter the westerly wind belt, they are often turned, and move in the

direction of that prevailing system.

The polar winds blow northeast to west in the polar region moving cold polar air in that

climate zone from the poles toward the west.

Jet stream

A fast-moving ribbon of air that moves from west to east in the Northern Hemisphere around

Earth. It dips and bends and constantly changes positions.

As these changes occur, air masses and weather systems in its path are moved along by the

fast moving air.

The polar jet stream can bring down cold polar conditions from the north.

The subtropical jet stream can bring warm tropical conditions from the south (in the northern

hemisphere).

It is not essential for students to explain the cause of the jet stream or the global wind belts.

The effects of latitude, topography, and elevation on climate patterns are not included in this

indicator.






The objective of this indicator is to explain the influence of global winds and the jet stream on

Earth’s weather and climatic conditions; therefore, the primary focus of assessment should be to

construct a cause-and-effect model of how weather and climatic conditions are moved by global

winds and also how the jet stream moves weather systems in the Northern Hemisphere.

However, appropriate assessments should also require students to interpret diagrams related to

global winds or the jet stream; compare the movement of weather systems between the global

wind belts; identify the wind belts and their prevailing wind directions; or recall the curving of

global winds as the Coriolis effect.

Conservation of Energy

6-5 The student will demonstrate an understanding of the law of conservation of energy

and the properties of energy and work. (Physical Science)


6-5.1 Identify the sources and properties of heat, solar, chemical, mechanical, and electrical

energy.

Taxonomy level: 1.1-B Remember Conceptual Knowledge

Previous/Future knowledge: Students have been introduced to the concepts of sources of heat

and how heat moves by conduction in 3rd

grade (3-4.3 and 3-4.4). In 4th

grade (4-5), students

demonstrated an understanding of the properties of light and electricity. In 5th

grade, students

have been introduced the concept of matter being composed of very small particles (5-4.1) that

can form new substances when they are mixed (5-4.7) and to the concepts of motion and position

(5-5.2). Students will further develop the concept of energy traveling in waves in 8th

grade (8-

6.8).

It is essential for students to know that energy can be in many different forms. Students should

know sources and properties of the following forms of energy:

Heat energy

Heat energy is the transfer of thermal energy (energy that is associated with the motion of the

particles of a substance).

Remember that all matter is made up of particles too small to be seen (5th

grade).

As heat energy is added to a substance, the temperature goes up indicating that the particles

are moving faster. The faster the particles move, the higher the temperature.

Material (wood, candle wax) that is burning, the Sun, and electricity are sources of heat

energy.

Solar energy

Solar energy is the energy from the Sun, which provides heat and light energy for Earth.

Solar cells can be used to convert solar energy to electrical energy.

Green plants use solar energy during photosynthesis (6-2.7) to produce sugar, which contains

stored chemical energy.

Most of the energy that we use on Earth originally came from the Sun.

Chemical energy

Chemical energy is energy stored in particles of matter.

Chemical energy can be released, for example in batteries or sugar/food, when these particles

react to form new substances.

Electrical energy

Electrical energy is the energy flowing in an electric circuit.

Sources of electrical energy include: stored chemical energy in batteries; solar energy in solar

cells; fuels or hydroelectric energy in generators.





Mechanical energy

Mechanical energy is the energy due to the motion (kinetic) and position (potential) of an

object. When objects are set in motion or are in a position where they can be set in motion,

they have mechanical energy.

o Mechanical Potential energy: Potential energy is stored energy. Mechanical potential

energy is related to the position of an object. A stretched rubber band has potential

energy. Water behind a dam has potential energy because it can fall down the dam.

o Mechanical Kinetic energy: Kinetic energy is the energy an object has due to its motion.

Mechanical kinetic energy increases as an object moves faster. A moving car has kinetic

energy. If the car moves faster, it has more kinetic energy.

NOTE TO TEACHER: Other types of energy can also be classified as potential and kinetic, but

6th grade students are only responsible for kinetic and potential mechanical energy.

It is not essential for students to know the terms chemical reactions or changes for chemical

energy. They also do not need to know about electrons associated with electrical energy. The

concept of nuclear energy will be addressed in high school.


The objective of this indicator is to identify the sources and properties of heat, solar, chemical,

mechanical, and electrical energy; therefore, the primary focus of assessment should be to

retrieve from memory sources and properties of the forms of energy listed. However,

appropriate assessments should also require students to recognize forms of energy by their

sources.





6-5.2 Explain how energy can be transformed from one form to another (including the two

types of mechanical energy, potential and kinetic, as well as chemical and electrical

energy) in accordance with the law of conservation of energy.



grade (4-5.5), students explained how electricity could be

transformed into other forms of energy (including light, heat, and sound). Students will further

develop these concepts in high school Physical Science (PS-6.1).

It is essential for students to know that the Law of Conservation of Energy states that energy

cannot be created or destroyed. It may be transformed from one form into another, but the total

amount of energy never changes. Energy can be changed from one form to another as follows:

Mechanical energy transformations

The mechanical energy that an object has may be kinetic energy or potential energy or some

combination of the two. Energy transformations can occur between the two types of mechanical

energy.

Examples of potential kinetic mechanical transformations might include:

When water is behind a dam, it has potential energy. The potential energy of the water

changes to kinetic energy in the movement of the water as it flows over the dam.

When a rubber band is stretched, kinetic energy is transformed into potential energy.

When a stretched rubber band is released its potential energy is transformed into kinetic

energy as the rubber band moves.

When a book is lifted to a shelf, kinetic energy is transformed into potential energy.

If the book falls off the shelf the potential energy is transformed to kinetic energy.

It is essential for students to understand situations when potential energy is greater and when

kinetic energy is greater.

Mechanical energy transformations may involve other kinds of energy. Examples might include:

When the book in the example above hits the floor the kinetic energy is transformed into

other forms of energy such as sound and heat.

The water that runs over the dam might be used to power an electric generator and thus the

mechanical energy associated with the water can be transformed into electrical energy.

The water was behind the dam because the energy from the sun evaporated water and

deposited it at a higher elevation so that it could flow down hill thus solar energy was

transformed to potential mechanical energy.

Transformations may occur between any of the various types of energy but the energy itself is

always around in some form. It is never lost. Examples might include:

Green plants transform the Sun’s energy into food which is a form of stored chemical energy.

Animals use chemical energy from food to move. The chemical energy in the food is

transformed to mechanical energy.





Carbon-based fuels are all derived from of the bodies of plants and/or animals. When carbon-

based fuels (wood, natural gas, petroleum, or coal) are burned, the chemical energy which is

transformed to heat energy.

The heat energy from fuels can be transformed to electrical energy at a power plant.

In an electric circuit the electrical energy can be transformed into many different types of

energy such as mechanical, sound, light, and heat. (See Indicator 6-5.4)

All of the energy from the electric circuit eventually changes to another form, much of it heat

energy. The energy from all of these transformations still exists. The total amount of energy

is conserved.

It is not essential for students to know the formulas for potential energy and kinetic energy.

Students do not need to know the chemical equation for photosynthesis.


The objective of this indicator is to explain how energy can be transformed from one form to

another in accordance to the law of conservation of energy; therefore, the primary focus of

assessment should be to construct a cause-and-effect model of how energy transformations

follow the Law of Conservation of Energy. However, appropriate assessments should require

students to; interpret diagrams or illustrations related to energy transformations; or summarize

energy transformations and how the Law of Conservation of Energy applies.





6-5.3 Explain how magnetism and electricity are interrelated by using descriptions,

models, and diagrams of electromagnets, generators, and simple electrical motors.



grade (4-5.9), students summarized the properties of

magnets and electromagnets (including polarity, attraction/repulsion, and strength). Students

have not been introduced the concept of generators and simple electrical motors in previous

grade levels. Students will further develop the concepts of electromagnets, generators, and

simple electrical motors in high school physical science (PS-6-11).

It is essential for students to know that magnetism is the force of attraction or repulsion of

magnetic materials.

Surrounding a magnet is a magnetic field that applies a force, a push or pull, without actually

touching an object.

An electric current flowing through a wire wrapped around an iron core forms a magnet.

A coil of wire spinning around a magnet or a magnet spinning around a coil of wire can form

an electric current.

Examples of how magnetism and electricity are interrelated can be demonstrated by the

following devices:

Electromagnets

An electromagnet is formed when a wire in an electric circuit is wrapped around an iron core

producing a magnetic field.

The magnet that results loses its magnetism if the electric current stops flowing.

Generators

A generator produces an electric current when a coil of wire wrapped around an iron core is

rotated near a magnet.

Generators at power plants produce electric energy for our homes.

A generator contains coils of wire that are stationary, and rotating magnets are rotated by

turbines. Turbines are huge wheels that rotate when pushed by water, wind, or steam.

Thus mechanical energy is changed to electrical energy by a generator. Smaller generators

may be powered by gasoline.





Simple electric motors

An electric motor changes electrical energy to mechanical energy.

It contains an electromagnet that rotates between the poles of a magnet.

The coil of the electromagnet is connected to a battery or other source of electric current.

When an electric current flows through the wire in the electromagnet, a magnetic field is

produced in the coil.

Like poles of the magnets repel and unlike poles of the magnets attract.

This causes the coil to rotate and thus changes electrical energy to mechanical energy.

This rotating coil of wire can be attached to a shaft and a blade in an electric fan.

It is not essential for students to know components of generators or motors, the difference

between AC and DC generators, or the function of a transformer. Understanding of how a

magnetic field is produced is also not essential.


The objective of this indicator is to explain how electricity and magnetism are interrelated by

using descriptions, models and diagrams of electromagnets, generators, and simple electrical

motors; therefore, the primary focus of assessment should be to construct a cause-and-effect

model of how electricity and magnetism are interrelated. However, appropriate assessments

should also require students to interpret diagrams of electromagnets, generators, or electric

motors showing how electricity and magnetism are interrelated; summarize information about

how electricity and magnetism are interrelated using diagrams, models, and descriptions of

devices; compare devices based on how they interrelate electricity and magnetism; or recognize

devices based on their functions.





6-5.4 Illustrate energy transformations (including the production of light, sound, heat,

and mechanical motion) in electrical circuits.



grade, students explained how electricity could be

transformed into other forms of energy (including light, heat, and sound) (4-5.5). They also

summarized the functions of the components of complete circuits (including wire, switch,

battery, and light bulb) (4-5.6) and illustrated the path of electric currents in series and parallel

circuits (4-5.7). Students have not been introduced to the term “mechanical motion” in previous

grade levels. Students will further develop the concept of energy transformations in high school

Physical Science (PS-6.1).

It is essential for students to know that electrical energy can be transformed to light, sound,

heat, and mechanical motion in an electric circuit.

An electric circuit contains a source of electrical energy, a conductor of the electrical energy

(wire) connected to the energy source, and a device that uses and transforms the electrical

energy.

All these components must be connected in a complete, unbroken path in order for energy

transformations to occur.

The electrical energy in circuits may come from many sources including:

The electrical energy in a battery comes from stored chemical energy.

The electrical energy in a solar cell comes from light energy from the sun.

The electrical energy in outlets may come from chemical energy (burning fuels) which

powers a generator in a power plant.

Electrical energy can be transformed to other forms of energy in a circuit.

Light

Electrical energy can be transformed into light energy in an electric circuit if a light bulb is

added to the circuit.

The transformation in this case might be that chemical energy in a battery is transformed into

electrical energy in the circuit which is transformed into light and heat energy in the light

bulb.

Sound

Electrical energy can be transformed into sound energy in an electric circuit if a bell, buzzer,

radio, or TV is added to the circuit.

The transformation in this case might be that chemical energy in a battery is transformed into

electrical energy in the circuit which is transformed into sound energy by the buzzer.

Heat

Electrical energy can be transformed into heat energy in an electric circuit if a toaster, stove,

or heater is added to the circuit.





The transformation in this case might be that chemical energy from the fuel at the power

plant is transformed into heat energy which is transformed into mechanical energy to turn a

generator.

The generator transforms the mechanical energy into electrical energy.

Then the electrical energy in the circuit is transformed into heat energy in the heater.

Mechanical motion

Electrical energy can be transformed into the energy of mechanical motion if a fan or motor

is added to the circuit.

Transformation in this case might be that chemical energy in a battery is transformed into

electrical energy in the circuit which is transformed into the energy of mechanical motion by

the fan or motor.

A generator in a circuit can change mechanical motion into electrical energy. The

transformation in this case might be that chemical energy from the fuel at a power plant is

transformed into heat energy which is transformed into mechanical energy to turn a generator.

The generator transforms the mechanical energy into electrical energy. This is the source of

energy in electric outlets.

It is not essential for students to know the mechanisms of energy transformation, only that

energy transformations do occur. Students do not need to compare series and parallel circuits,

know how to calculate power, or use Ohm’s Law.


The objective of this indicator is to illustrate energy transformations in electric circuits;

therefore, the primary focus of assessment should be to give illustrations or use illustrations to

show the concept of energy transformations (including the production of light, sound, heat, and

mechanical motion) in electric circuits. However, appropriate assessments should also require

students to recall that energy transformations can only occur when an electrical circuit is

complete; recognize devices used to transfer electrical energy to another form of energy in an

electrical circuit; or infer the types of energy transformations that would occur with specific

devices.





6-5.5 Illustrate the directional transfer of heat energy through convection, radiation, and

conduction.



grade (3-4.3), students explained how heat moves easily

from one object to another through direct contact in some materials (called conductors) and not

so easily through other materials (called insulators). Students have not been introduced to the

concepts of radiation or convection. Students will further develop the concept of thermal energy

in high school Physical Science (PS-6.1).

It is essential for students to know energy transfer as heat can occur in three ways:

Conduction

Conduction involves objects in direct contact.

The transfer of energy as heat occurs between particles as they collide within a substance or

between two objects in contact.

All materials do not conduct heat energy equally well.

Poor conductors of heat are called insulators.

The energy transfers from an area of higher temperature to an area of lower temperature.

For example, if a plastic spoon and a metal spoon are placed into a hot liquid, the handle of

the metal spoon will get hot quicker than the handle of the plastic spoon because the heat is

conducted through the metal spoon better than through the plastic spoon.

Convection

Convection is the transfer of energy as heat by movement of the heated substance itself, as

currents in fluids (liquids and gases).

In convection, particles with higher energy move from one location to another carrying their

energy with them.

Heat transfer occurs when particles with higher energy move from warmer to cooler parts of

the fluid.

Uneven heating can result in convection, both in the air and in water. This causes currents in

the atmosphere (wind) and in bodies of water on earth which are important factors in weather

and climate.

Radiation

Radiation is the transfer of energy through space without particles of matter colliding or

moving to transfer the energy.

This radiated energy warms an object when it is absorbed.

Radiant heat energy moves from an area of higher temperature to an area of cooler

temperature.

It is not essential for students to know about areas of higher or lower density of fluids. They

also do not need to know about electromagnetic waves being transferred in radiation.






The objective of this indicator is to illustrate the directional transfer of heat energy through

conduction, convection, and radiation; therefore, the primary focus of assessment should be to

give illustrations or use illustrations to show the concept of heat transfer through conduction,

convection, or radiation. However, appropriate assessments should also require students to

recognize the types of heat transfer based on descriptions of how particles behave; classify

methods of heat transfer based on how particles behave; infer the direction of heat transfer; or

summarize the direction of heat transfer in various types of heat transfer processes if given

temperature differences.





6-5.6 Recognize that energy is the ability to do work (force exerted over a distance).

Taxonomy level: 1.1-B Remember Conceptual Knowledge


grade (3-5.3), students explained how the motion of an

object is affected by the strength of a push or pull and the mass of the object. In 5th

grade,

students illustrated the affects of force on motion (5-5.1) and explained how a change of force or

a change in mass affects the motion of an object (5-5.6). Students have not been introduced to

the concept of work in previous grades. They will further develop the concept of work in 9th

grade Physical Science (PS-6.3).

It is essential for students to know that energy is a property that enables something to do work.

Work means to (1) apply a force to an object over a distance, and (2) the object moves in

response to the force.

If something has the ability to cause a change in motion, it is has energy.

Energy can cause work to be done, so when we see work done, we see evidence of energy.

An evidence of energy is when work is being done. For example:

When a toy car at rest is pushed, work is done on the car if it moves. This work (or

movement) is evidence of energy.

When a fan is connected to an electric circuit, it moves, so work was done on the fan. This

work (or movement) is evidence of energy.

When an object is lifted, it moves, so work is done on the object. This work (or movement)

is evidence of energy.

A spring scale is used to measure force. Force (including weight) is measured in SI units called

newtons (N).

It is not essential for students to know how to calculate work using the formula of amount of

force multiplied by the distance moved, or that work is measured in units of joules.


The objective of this indicator is to recognize that energy is the ability to do work (force exerted

over a distance); therefore, the primary focus of assessment should be to remember that work is

force exerted over a distance. However, appropriate assessments should require students to

recall that force is measured in newtons (N); recognize that energy can cause things to move;

identify situations that show work; or recall that work is an evidence for energy.





6-5.7 Explain how the design of simple machines (including levers, pulleys, and inclined

planes) helps reduce the amount of force required to do work.



grade (3-5.3), students explained how the motion of an

object is affected by the strength of a push or pull and the mass of an object. In 5th

grade,

students illustrated the affects of force on motion (5-5.1) and explained how a change of force or

a change in mass affects the motion of an object (5-5.6). Students have not been introduced to

the concept of simple machines in previous grades. Students will further develop the concept of

force in 8th

grade (8-5.4) and quantitative relationships of work in high school Physical Science

(PS-6.4).

It is essential for students to know that a simple machine is a device that helps reduce the

amount of force required to do work. Work is done when a force (effort force) is applied over a

distance.

A simple machine allows the user to apply a smaller force over a larger distance to move an

object.

Simple machines can also change the direction of the force applied.

If the distance over which the effort force is exerted is increased, the same amount of work

can be done with a smaller effort force.

This is the principle that simple machines use to reduce the amount of effort force needed to

do work.

The design of the simple machines can reduce the amount of force required to do work:

Lever

A lever is a rigid bar or board that is free to move around a fixed point called a fulcrum.

The fulcrum may be placed at different locations along the bar.

A lever can be designed to reduce the amount of force required to lift a weight in two ways:

(1) By increasing the distance from the fulcrum to the point where the effort force is applied,

or (2) by decreasing the distance the weight is from the fulcrum.

By increasing the distance the effort force moves relative to the distance the weight moves, a

lever can reduce the effort force needed.

Pulley

A pulley has a grooved wheel with a rope running along the groove.

Pulleys can change the amount and/or the direction of the force applied (effort force).

By arranging the pulleys in such a way as to increase the distance that the effort force moves

relative to the distance the weight moves, a pulley can reduce the effort force needed.

Movable pulleys are used to reduce the effort force.

A single fixed pulley changes only the direction of the force (you pull down and the weight

goes up.)





Inclined plane

An inclined plane is a sloping surface, like a ramp, that reduces the amount of force required

to lift an object.

An inclined plane can be designed to reduce the force needed to lift a weight in two ways:

(1) increase the length of the ramp or (2) decrease the height of the ramp.

By increasing the distance the effort force moves (length of the ramp) relative to the distance

the weight is lifted (height of the ramp), an inclined plane can reduce the effort force needed.

It is not essential for students to know the classes of levers or how to calculate the mechanical

advantage of simple machines.


The objective of this indicator is to explain how the design of simple machines helps reduce the

amount of force required to do work; therefore, the primary focus of assessment should be to

construct a cause-and-effect model which shows how the design of simple machines (including

levers, pulleys, and inclined planes) reduces the effort force or changes its direction. However,

appropriate assessments should also require students to recognize that simple machines can be

designed to reduce the force needed to move an object; interpret a diagram showing different

designs of the same simple machine to determine which would reduce the amount of force the

most based on their designs; or summarize the relationship between the design of the simple

machine and the reduction in force required to move an object.





6-5.8 Illustrate ways that simple machines exist in common tools and in complex

machines.


Previous/Future knowledge: Students have not been introduced to the concept of simple

machines in previous grade levels.

It is essential for students to know how simple machines, such as levers, pulleys, inclined

planes (ramps, wedges, screws) and wheel and axles are found in common tools and in complex

(compound) machines. For example:

Levers

Levers that have the fulcrum between where the effort force is applied and the weight is

located can be found in tools, for example, scissors (two levers working together) and

crowbar.

Levers that have the fulcrum on the end and the effort is applied in the middle to lift a weight

on the other end can be found in tools, for example, tweezers (two levers working together)

or a broom.

Levers that have the fulcrum on the end and the effort force are applied on the other end to

lift a weight in the middle can be found in tools, for example, a wheelbarrow, or a bottle

opener.

Pulleys

Pulleys that are fixed, meaning that they are attached to a structure, can be found on the top

of a flag pole and on window blinds.

Pulleys that are moveable, meaning that they are not attached to a structure, can be found on

construction cranes and as part of a block and tackle system.

Inclined planes

Inclined planes with a sloping surface can be found as ramps on a truck or wheelchair ramp

and stairs.

Inclined planes that are wedges, one inclined plane or two back-to-back inclined planes that

can move are found as knife blades or nails.

Inclined planes that are wound around a post or cylinder are called screws. Screws can be

found in bolts and jar lids.

Wheel and axles

Wheel and axles consist of two circular objects: a central shaft, called an axle, inserted

through the middle of a wheel.

Wheel and axles can be found as door knobs, steering wheels, screwdrivers, gears, and

bicycles wheels.





Complex machines

Complex machines, also known as compound machines, consist of two or more simple machines.

Examples may include:

scissors consisting of two levers and two inclined planes (wedges);

a fishing pole consisting of a lever, a wheel and axle and a pulley;

a bicycle consists of levers (handlebars and handbrakes), wheel and axles (gears, wheels, and

pedals), and a number of screws.

It is not essential for students to know which classes of levers are in common tools or complex

machines.


The objective of this indicator is to illustrate ways that simple machines exist in common tools

and in complex machines; therefore the primary focus of assessment should be to simple

machines that are part of simple tools and of complex machines using pictures, diagrams, or

word descriptions. However, appropriate assessments should also require students to identify the

types of simple machines that are found in common tools and in complex machines; interpret a

diagram of common tools or complex machines to identify the simple machines present;

exemplify common tools that are simple machines; or exemplify the use of simple machines in

everyday life.

responses of plants that allow them to survive and ......plants are commonly classified into two...

Documents