scientific inquiry inquiry, including the process skills

Scientific Inquiry 6-1 The student will demonstrate an understanding of technological design and scientific

inquiry, including the process skills, mathematical thinking, controlled investigative design and analysis, and problem solving.

Effective January 2008 All indicators in Standard 6-1 1 / 11

6-1.1 Use appropriate tools and instruments (including a spring scale, beam balance, barometer, and sling psychrometer) safely and accurately when conducting a controlled scientific investigation. Taxonomy Level: 3.2-B Apply Conceptual Knowledge

Previous/future knowledge: In previous grades, students used magnifiers and eyedroppers (K-1.2), rulers (1-1.2), thermometers, rain gauges, balances, and measuring cups (2-1.2), beakers, meter tapes and sticks, forceps/tweezers, tuning forks, graduated cylinders, and graduated syringes (3-1.5), a compass, an anemometer, mirrors, and a prism (4-1.2), and a timing device and a 10x magnifier (5-1.4) safely, accurately, and appropriately. In future grades, students will use these tools when appropriate as well as learn new tools to use when collecting scientific data. A complete list of tools can be found in Appendix A of the Academic Standards.

It is essential for students to know that different instruments or tools are needed to collect different kinds of data. • A spring scale is a tool used to measure the weight of an object or the force on an object.

o Some spring scales have a slider that moves in response to the weight/force of an object. The measurement is read on one of two scales located on either side of the slider.

o Some spring scales have a spring that is visible through a clear plastic tube with two scales labeled on either side of the tube.

o Before an object is attached to the spring scale, make sure the marker is on the zero (0) by adjusting the slider or knob usually found on the top of the scale.

o A spring scale measures weight or force in newtons (N). • A beam balance (triple) is a tool used to measure the mass of an object.

o The beam balance contains a pan or platform, three beams with riders/sliders and a pointer. o Before measuring, make sure all riders/sliders are set at zero (0), the pointer is in line with its

zero (0) mark and the pan is clean. o Place an object to be measured on the pan or platform. If the object is placed in a container or

on weighing paper, the mass of the container or paper needs to be subtracted from the final mass of the object.

o Three beams are found on the side opposite of the pan. Each beam is marked in different increments: 100 grams, 10 grams, and tenths (0.1) of a gram up to 10 grams.

o After placing the object on the pan, the pointer will rise. o To determine the mass of the object, gently slide the riders/sliders across the beams until the

pointer lines up exactly with the zero (0) mark on the scale. Be sure the riders/sliders with notches are securely placed in their notches.

o The mass is calculated by adding the sum of the measures indicated by the riders/sliders. o Move all riders/sliders back to zero (0) when finished. o A beam balance measures the mass of an object in grams (g).

NOTE TO TEACHER: Students do not need to estimate to the hundredths (0.01) of a gram. Measurements estimating to 0.05 of a gram on a triple beam balance will be an expectation in high school Physical Science.




• A barometer is an instrument used to measure air pressure or a change in pressure readings.

o Many of the barometers have qualitative descriptions of weather conditions associated with air pressure but this alone should not be used to forecast weather.

o To read your barometer, first tap the glass lightly, but firmly, to ensure that the reading pointer attached to the linkage mechanism inside the barometer is not sticking.

o The other pointer that is found on most instruments is the set pointer and is usually made of brass.

o The set pointer can be turned by means of the knob at the center of the glass so that it covers the reading pointer. If the reading pointer has moved between readings then it can be determined that the pressure is now lower or higher and by how much.

o A barometer scale is measured in millimeters or inches of mercury or millibars (mb). • A sling psychrometer is a tool used to measure relative humidity.

o A sling psychrometer is made of two thermometers—a wet bulb and a dry bulb—held together by a handle.

o The wet bulb thermometer is covered with a piece of cloth and moistened. o The two thermometers are then moved through the air. After a period of time the temperature

of each thermometer is recorded. A relative humidity chart is used to determine the relative humidity percent.

It is essential for students to use care when handling these tools when conducting an investigation. • Chemicals should not be placed directly on the beam balance. Place them in a measuring tray or

weighing paper. • Always move the riders of the beam balance to the left after massing an object. • Care should be taken not to break the barometer and sling psychrometer. It is also essential for students to use tools from previous grade levels that are appropriate to the content of this grade level such as magnifiers, rulers (measuring to millimeter), rain gauges (measuring in centimeters or inches), thermometers (measuring in oF and o

C), forceps/tweezers, graduated cylinders (measuring at the meniscus to milliliters), graduated syringes (measuring to milliliters), meter sticks and meter tapes (measuring in meters, centimeters, or millimeters), anemometers (measuring in miles per hour), compasses, 10x magnifiers, or timing devices (measuring in minutes or seconds) to gather data.

NOTE TO TEACHER: See information in previous grades regarding how to use each tool. All temperature readings during investigations will be taken using the Celsius scale unless the data refers to weather when the Fahrenheit scale is used. It is not essential for students to use hygrometers, digital balances, ammeters, voltmeters, or mulitmeters. Tools from previous grades that are not appropriate to the content of this grade level are not essential; however, these terms may be used as distracters (incorrect answer options) for assessment, for example eyedroppers, pan balances, measuring cups, beakers, tuning forks, mirrors (plane/flat), or prisms. Students do not need to convert measurements from English to metric or metric to English. Measurements estimating to 0.05 of a gram on a triple beam balance will be an expectation in high school Physical Science.




Assessment Guidelines: The objective of this indicator is to use tools safely, accurately, and appropriately when gathering data; therefore, the primary focus of assessment should be to apply correct procedures to the use of a spring scale, beam balance, barometer, and sling psychrometer, and other tools essential to the grade level that would be needed to conduct a science investigation. However, appropriate assessments should also require students to identify appropriate uses for a spring scale, beam balance, barometer, and sling psychrometer; illustrate the appropriate tool for an investigation using pictures, diagrams, or words; recall how to accurately determine the measurement from the tool; or recognize ways to use science tools safely, accurately, and appropriately.




6-1.2 Differentiate between observation and inference during the analysis and interpretation of data. Taxonomy Level: 4.1-B Analyze Conceptual Knowledge

Previous/Future knowledge: In kindergarten (K-1.3), students predicted and explained information or events based on observation or previous experience. In 3rd grade (3-1.4), students predicted the outcome of a simple investigation and compare the result with the prediction. In 4th grade, students classified observations as either quantitative or qualitative (4-1.1) and distinguished among observations, predictions, and inferences (4-1.4). In 5th grade (5-1.6), students evaluated results of an investigation to formulate a valid conclusion based on evidence and communicated the findings of the evaluation in oral or written form. In 8th

grade (8-1.3), students will construct explanations and conclusions from interpretations of data obtained during a controlled scientific investigation.

It is essential for students to know that data should be collected throughout a controlled scientific investigation. Data includes both scientific observations and inferences. • A scientific observation is gained by carefully identifying and describing properties using the five

senses or scientific tools and can be classified as quantitative or qualitative. o Quantitative observations are observations that use numbers (amounts) or measurements

(including the unit label) or observations that make relative comparisons, such as more than, all, less than, few, or none.

o Qualitative observations are observations that are made using only the senses and refer to specific properties.

• An inference is an explanation or interpretation of an observation based on prior experiences or supported by observations made in the investigation. They are not final explanations of the observation. There may be several logical inferences for a given observation. There is no way to be sure which inference best explains the observation without further investigation.

Data from the investigation should be organized in data tables and represented as diagrams or graphs when appropriate.

A data table is used to organize data collected in an experiment so that it can be read easily. • A data table should be planned before the investigation starts. • Consider the purpose of the table, the kind and number of items to be included in the table, the

number of times a measurement will be made, and the units to be used. • Data tables are often organized in columns and rows. The columns should have headings that

show the quantity and unit of the data in that column. • The independent (manipulated) variable is listed in the column on the left side. The dependent

(responding) variable is listed in the column(s) on the right side. • If qualitative data is to be gathered, include enough space to write the observations. Diagrams can be used to identify specific parts or how they work, sequence of events, or how things are alike and different. Graphs are visuals used to compare data. Graphs show not only information but also relationships between the data. Different types of graphs show different types of information. • Pictographs use pictures of objects to show quantities.




• Bar graphs are often used for qualitative observations. The lengths of the bars on a bar graph are used to represent and compare data. A numerical scale is used to determine the lengths of the bars.

• Circle graphs show percentages of a whole. The entire circle is equal to 100% of the data. • Line graphs are often used when quantitative data is collected over time. Line graphs show how

quantitative data changes over time or relationships between manipulated (changing) variable and responding (resulting) variable. The lines on a line graph show the pattern of changes at a glance.

Line graphs are used to represent data that has been collected over a determined amount of time. To construct a line graph, the following steps should be taken: • Draw a horizontal line (x-axis) and a vertical line (y-axis) that meet at a right angle. • Identify the independent (manipulated) variable and the dependent (responding) variable from the

data. o The independent (manipulated) variable is written on the x-axis. o The dependent (responding) variable is written on the y-axis. o Include appropriate units of measurement for each variable.

• Look at the range of data (lowest and highest) to determine the intervals or increments (numbers on the axes) of the x-axis and the y-axis. o The increments do not need to be the same for both the x-axis and the y-axis, but should be

consistent on either axis. o Label the point at the right angle as zero (0).

• Plot the data on the graph as matched pairs. For example, every independent (manipulated) variable number will have a corresponding dependent (responding) variable number.

• Connect the points on the line graph. • Write an appropriate title for the graph that contains the names of both variables. NOTE TO TEACHER: A mnemonic device that can be used to teach the appropriate locations of the variables on a graph is DRY MIX. • DRY represents Dependent-Responding-Y-axis. • MIX represents Manipulated-Independent-X-axis. In order to be meaningful, the data collected from the investigation should be interpreted and analyzed. • How the data is analyzed depends on the experiment. • Sometimes calculations or graphs will be needed to help analyze the data. • Data will often reveal patterns or trends. • Patterns often become clear if the data is organized in a data table or graph. The analyzed data can then be used to draw a valid conclusion about the investigation. • A valid conclusion is a summary of the findings of an experiment based on scientific

observations, inferences, and collected data that states the relationship between the independent (manipulated) and dependent (responding) variables.

• When a conclusion statement is made it should state whether the collected data supports the hypothesis or does not support the hypothesis (not that the hypothesis was right or wrong).




It is not essential for students to generate new questions from an investigation or construct circle graphs. Assessment Guidelines: The objective of this indicator is to differentiate between observations and inferences during the analysis and interpretation of data; therefore, the primary focus of assessment should be to distinguish between observations and inferences that can be made from the data collected during an investigation. However, appropriate assessments should also require students to identify the appropriate type of graph for the data collected; compare observations and inferences; interpret data presented on a graph or diagram; implement the steps for making a data table or graph;




6-1.3 Classify organisms, objects, and materials according to their physical characteristics by using a dichotomous key. Taxonomy Level: 2.3-C Understand Procedural Knowledge

Previous/Future knowledge: In 1st grade (1-1.1), students compared, classified, and sequenced objects by number, shape, texture, size, color, and motion, using Standard English units of measurement where appropriate. In 3rd

grade, students classified objects by two of their properties (attributes) (3-1.1) and classified objects or events in sequential order (3-1.2). They will use this skill throughout the remainder of their science instruction.

It is essential for students to know scientists use the skill of classifying to organize objects that are similar in some way into groups to make the relationship among them easier to understand. Objects can be classified based on similar characteristics using a binary classification chart (based on whether or not an object has or does not have a particular property) or an identification key. A dichotomous key is a special identification key that uses a series of paired characteristics that leads to the identification of an organism, object, or material. • Always begin with a choice from the first pair of characteristics. • At the end of each characteristic is either the name of the organism, object, or material or

directions to go to another step. • Keep following the choices until the identity is determined. • Once the identity is determined, the physical characteristics can be identified. It is not essential for students to construct dichotomous keys. Assessment Guidelines: The objective of this indicator is to classify organisms, objects, and materials using a dichotomous key; therefore, the primary focus of assessment should be to determine the identity of an organism, object, or material by following a dichotomous key. However, appropriate assessments should also require students to compare the properties of organisms, objects, and materials using a dichotomous key; identify the name of an organism or object using a dichotomous key; or recognize the physical characteristics of an organism or object based on the dichotomous key.




6-1.4 Use a technological design process to plan and produce a solution to a problem or a product (including identifying a problem, designing a solution or a product, implementing the design, and evaluating the solution or the product). Taxonomy Level: 3.2-C Apply Procedural Knowledge

Previous/Future knowledge: In 5th

grade (5-1.7), students used a simple technological design process to develop a solution or a product, communicating the design by using descriptions, models, and drawings. In high school Physical Science (PS-1.8), students will compare the processes of scientific investigation and technological design.

It is essential for students to know that science is the process of learning about the natural world by asking questions and trying to find the answers to those questions. Scientific knowledge is used to develop and enhance science knowledge. Technology applies scientific knowledge in order to develop a solution to a problem or create a product to help meet human needs. Technology is usually developed because there is a need or a problem that needs to be solved. Steps in the technological design process include: • Identifying a problem or need

o Research and gather information on what is already known about the problem or need • Designing a solution or a product

o Generate ideas on possible solutions or products o Evaluate the factors that will limit or restrict the solution or product design o Determine the trade-offs of the solutions or products (what must be given up in order to create

the solution or product) • Implementing the design

o Build and test the solution or product o Identify any problems with the solution or product o If necessary, redesign the solution or product to eliminate any problems in the design

• Evaluating the solution or the product o Determine if the solution or product solved the problem o Identify the pros and cons of the solution or product

The steps of the design can be communicated using descriptions, models, and drawings. • A scientific model is an idea that allows us to create explanations of how the something may

work. Models can be physical or mental.




It is also essential for students to follow appropriate steps when conducting a controlled scientific investigation. In a controlled scientific investigation some or all of the following steps should be included: • Identify a testable question (tests one variable) that can be investigated • Research information about the topic • State the hypothesis as a predicted answer to the question, what may be the possible outcome of

the investigation • Design an experiment to test the hypothesis, controlling all variables except the independent

(manipulated) variable o Plan for independent (manipulated) and dependent (responding) variables o Plan for factors that should be held constant (controlled variables) o List the materials needed to conduct the experiment o List the procedures to be followed o Plan for recording, organizing and analyzing data

• Conduct the experiment and record data (observations) in tables, graphs, or charts • Analyze the data in the tables, graphs, or charts to figure out what the data means (describe the

relationship between the variables) • Compare the results to the hypothesis and write a conclusion that will support or not support the

hypothesis based on the recorded data • Communicate the results to others It is not essential for students to compare the processes of a controlled scientific investigation and the technological design process or evaluate a technological design or product on the basis of designated criteria (including cost, time, and materials). Assessment Guidelines: The objective of this indicator is to use a technological design process to plan and produce a solution to a problem or a product; therefore, the primary focus of assessment should be to apply the procedures for a technological design process using the steps listed in the indicator. However, appropriate assessments should also require students to classify by sequencing the steps of a technological design process or a controlled scientific investigation; explain how a particular product or process solves a problem; summarize the design process of a solution or product; summarize the steps in a controlled scientific investigation; exemplify technology; or identify the solution or product in a technological design process.




6-1.5 Use appropriate safety procedures when conducting investigations. Taxonomy Level: 3.2-C Apply Procedural Knowledge

Previous/Future knowledge: In all grades students use appropriate safety procedures when conducting investigations that are appropriate to their grade, tools, and type of investigations. It is essential for students to know that care should be taken when conducting a controlled scientific investigation to make sure that everyone stays safe.

Safety procedures to use when conducting science investigations must be: • Always wear appropriate safety equipment such as goggles or an apron when conducting an

investigation. • Be careful with sharp objects and glass. Only the teacher should clean up broken glass. • Do not put anything in mouth unless instructed by the teacher. • Follow all directions for completing the science investigation. • Follow proper handling of animals and plants in the classroom. • Keep hands away from eyes when using iron filings. • Keep the workplace neat. Clean up when done. • Practice all of the safety procedures associated with the activities or investigations conducted. • Tell the teacher about accidents or spills right away. • Use caution when working with heat sources and heated objects. • Wash hands after each activity. It is essential for students to use tools safely and accurately, including a spring scale, beam balance, barometer, and sling psychrometer, when conducting investigations. NOTE TO TEACHER (safety while working with students): • Teacher materials have lists of “Safety Procedures” appropriate for the suggested activities.

Students should be able to describe and practice all of the safety procedures associated with the activities they conduct.

• Most simple investigations will not have any risks, as long as proper safety procedures are followed. Proper planning will help identify any potential risks and therefore eliminate any chance for student injury or harm.

• Teachers should review with students the safety procedures before doing an activity. • Lab safety rules may be posted in the classroom and/or laboratory where students can view them.

Students should be expected to follow these rules. • A lab safety contract is recommended to notify parents/guardians that classroom science

investigations will be hands-on and proper safety procedures will be expected. These contracts should be signed by the student and the parents or guardians and kept on file to protect the student, teacher, school, and school district.

• In the event of a laboratory safety violation or accident, documentation in the form of a written report should be generated. The report should be dated, kept on file, include a signed witness statement (if possible) and be submitted to an administrator.

• Materials Safety Data Sheets (MSDS) must be on file for hazardous chemicals. • For further training in safety guidelines, you can obtain the SC Lab Safety CD or see the Lab

Safety flip-chart (CD with training or flip-chart available from the SC Department of Education).




It is not essential for students to go beyond safety procedures appropriate to the kinds of investigations that are conducted in a sixth grade classroom. Assessment Guidelines: The objective of this indicator is to use appropriate safety procedures when conducting investigations; therefore, the primary focus of assessment should be to apply correct procedures that would be needed to conduct a science investigation. However, appropriate assessments should also require students to identify safety procedures that are needed while conducting an investigation; or recognize when safety procedures are being used.



Effective January 2008 Indicator 6-1.1 1 / 3

6-1.1 Use appropriate tools and instruments (including a spring scale, beam balance, barometer, and sling psychrometer) safely and accurately when conducting a controlled scientific investigation. Taxonomy Level: 3.2-B Apply Conceptual Knowledge

Previous/future knowledge: In previous grades, students used magnifiers and eyedroppers (K-1.2), rulers (1-1.2), thermometers, rain gauges, balances, and measuring cups (2-1.2), beakers, meter tapes and sticks, forceps/tweezers, tuning forks, graduated cylinders, and graduated syringes (3-1.5), a compass, an anemometer, mirrors, and a prism (4-1.2), and a timing device and a 10x magnifier (5-1.4) safely, accurately, and appropriately. In future grades, students will use these tools when appropriate as well as learn new tools to use when collecting scientific data. A complete list of tools can be found in Appendix A of the Academic Standards.

It is essential for students to know that different instruments or tools are needed to collect different kinds of data. • A spring scale is a tool used to measure the weight of an object or the force on an object.

o Some spring scales have a slider that moves in response to the weight/force of an object. The measurement is read on one of two scales located on either side of the slider.

o Some spring scales have a spring that is visible through a clear plastic tube with two scales labeled on either side of the tube.

o Before an object is attached to the spring scale, make sure the marker is on the zero (0) by adjusting the slider or knob usually found on the top of the scale.

o A spring scale measures weight or force in newtons (N). • A beam balance (triple) is a tool used to measure the mass of an object.

o The beam balance contains a pan or platform, three beams with riders/sliders and a pointer. o Before measuring, make sure all riders/sliders are set at zero (0), the pointer is in line with its

zero (0) mark and the pan is clean. o Place an object to be measured on the pan or platform. If the object is placed in a container or

on weighing paper, the mass of the container or paper needs to be subtracted from the final mass of the object.

o Three beams are found on the side opposite of the pan. Each beam is marked in different increments: 100 grams, 10 grams, and tenths (0.1) of a gram up to 10 grams.

o After placing the object on the pan, the pointer will rise. o To determine the mass of the object, gently slide the riders/sliders across the beams until the

pointer lines up exactly with the zero (0) mark on the scale. Be sure the riders/sliders with notches are securely placed in their notches.

o The mass is calculated by adding the sum of the measures indicated by the riders/sliders. o Move all riders/sliders back to zero (0) when finished. o A beam balance measures the mass of an object in grams (g).

NOTE TO TEACHER: Students do not need to estimate to the hundredths (0.01) of a gram. Measurements estimating to 0.05 of a gram on a triple beam balance will be an expectation in high school Physical Science.




• A barometer is an instrument used to measure air pressure or a change in pressure readings.

o Many of the barometers have qualitative descriptions of weather conditions associated with air pressure but this alone should not be used to forecast weather.

o To read your barometer, first tap the glass lightly, but firmly, to ensure that the reading pointer attached to the linkage mechanism inside the barometer is not sticking.

o The other pointer that is found on most instruments is the set pointer and is usually made of brass.

o The set pointer can be turned by means of the knob at the center of the glass so that it covers the reading pointer. If the reading pointer has moved between readings then it can be determined that the pressure is now lower or higher and by how much.

o A barometer scale is measured in millimeters or inches of mercury or millibars (mb). • A sling psychrometer is a tool used to measure relative humidity.

o A sling psychrometer is made of two thermometers—a wet bulb and a dry bulb—held together by a handle.

o The wet bulb thermometer is covered with a piece of cloth and moistened. o The two thermometers are then moved through the air. After a period of time the temperature

of each thermometer is recorded. A relative humidity chart is used to determine the relative humidity percent.

It is essential for students to use care when handling these tools when conducting an investigation. • Chemicals should not be placed directly on the beam balance. Place them in a measuring tray or

weighing paper. • Always move the riders of the beam balance to the left after massing an object. • Care should be taken not to break the barometer and sling psychrometer. It is also essential for students to use tools from previous grade levels that are appropriate to the content of this grade level such as magnifiers, rulers (measuring to millimeter), rain gauges (measuring in centimeters or inches), thermometers (measuring in oF and o

C), forceps/tweezers, graduated cylinders (measuring at the meniscus to milliliters), graduated syringes (measuring to milliliters), meter sticks and meter tapes (measuring in meters, centimeters, or millimeters), anemometers (measuring in miles per hour), compasses, 10x magnifiers, or timing devices (measuring in minutes or seconds) to gather data.

NOTE TO TEACHER: See information in previous grades regarding how to use each tool. All temperature readings during investigations will be taken using the Celsius scale unless the data refers to weather when the Fahrenheit scale is used. It is not essential for students to use hygrometers, digital balances, ammeters, voltmeters, or mulitmeters. Tools from previous grades that are not appropriate to the content of this grade level are not essential; however, these terms may be used as distracters (incorrect answer options) for assessment, for example eyedroppers, pan balances, measuring cups, beakers, tuning forks, mirrors (plane/flat), or prisms. Students do not need to convert measurements from English to metric or metric to English. Measurements estimating to 0.05 of a gram on a triple beam balance will be an expectation in high school Physical Science.




Assessment Guidelines: The objective of this indicator is to use tools safely, accurately, and appropriately when gathering data; therefore, the primary focus of assessment should be to apply correct procedures to the use of a spring scale, beam balance, barometer, and sling psychrometer, and other tools essential to the grade level that would be needed to conduct a science investigation. However, appropriate assessments should also require students to identify appropriate uses for a spring scale, beam balance, barometer, and sling psychrometer; illustrate the appropriate tool for an investigation using pictures, diagrams, or words; recall how to accurately determine the measurement from the tool; or recognize ways to use science tools safely, accurately, and appropriately.




6-1.2 Differentiate between observation and inference during the analysis and interpretation of data. Taxonomy Level: 4.1-B Analyze Conceptual Knowledge

Previous/Future knowledge: In kindergarten (K-1.3), students predicted and explained information or events based on observation or previous experience. In 3rd grade (3-1.4), students predicted the outcome of a simple investigation and compare the result with the prediction. In 4th grade, students classified observations as either quantitative or qualitative (4-1.1) and distinguished among observations, predictions, and inferences (4-1.4). In 5th grade (5-1.6), students evaluated results of an investigation to formulate a valid conclusion based on evidence and communicated the findings of the evaluation in oral or written form. In 8th

grade (8-1.3), students will construct explanations and conclusions from interpretations of data obtained during a controlled scientific investigation.

It is essential for students to know that data should be collected throughout a controlled scientific investigation. Data includes both scientific observations and inferences. • A scientific observation is gained by carefully identifying and describing properties using the five

senses or scientific tools and can be classified as quantitative or qualitative. o Quantitative observations are observations that use numbers (amounts) or measurements

(including the unit label) or observations that make relative comparisons, such as more than, all, less than, few, or none.

o Qualitative observations are observations that are made using only the senses and refer to specific properties.

• An inference is an explanation or interpretation of an observation based on prior experiences or supported by observations made in the investigation. They are not final explanations of the observation. There may be several logical inferences for a given observation. There is no way to be sure which inference best explains the observation without further investigation.

Data from the investigation should be organized in data tables and represented as diagrams or graphs when appropriate.

A data table is used to organize data collected in an experiment so that it can be read easily. • A data table should be planned before the investigation starts. • Consider the purpose of the table, the kind and number of items to be included in the table, the

number of times a measurement will be made, and the units to be used. • Data tables are often organized in columns and rows. The columns should have headings that

show the quantity and unit of the data in that column. • The independent (manipulated) variable is listed in the column on the left side. The dependent

(responding) variable is listed in the column(s) on the right side. • If qualitative data is to be gathered, include enough space to write the observations. Diagrams can be used to identify specific parts or how they work, sequence of events, or how things are alike and different. Graphs are visuals used to compare data. Graphs show not only information but also relationships between the data. Different types of graphs show different types of information. • Pictographs use pictures of objects to show quantities.




• Bar graphs are often used for qualitative observations. The lengths of the bars on a bar graph are used to represent and compare data. A numerical scale is used to determine the lengths of the bars.

• Circle graphs show percentages of a whole. The entire circle is equal to 100% of the data. • Line graphs are often used when quantitative data is collected over time. Line graphs show how

quantitative data changes over time or relationships between manipulated (changing) variable and responding (resulting) variable. The lines on a line graph show the pattern of changes at a glance.

Line graphs are used to represent data that has been collected over a determined amount of time. To construct a line graph, the following steps should be taken: • Draw a horizontal line (x-axis) and a vertical line (y-axis) that meet at a right angle. • Identify the independent (manipulated) variable and the dependent (responding) variable from the

data. o The independent (manipulated) variable is written on the x-axis. o The dependent (responding) variable is written on the y-axis. o Include appropriate units of measurement for each variable.

• Look at the range of data (lowest and highest) to determine the intervals or increments (numbers on the axes) of the x-axis and the y-axis. o The increments do not need to be the same for both the x-axis and the y-axis, but should be

consistent on either axis. o Label the point at the right angle as zero (0).

• Plot the data on the graph as matched pairs. For example, every independent (manipulated) variable number will have a corresponding dependent (responding) variable number.

• Connect the points on the line graph. • Write an appropriate title for the graph that contains the names of both variables. NOTE TO TEACHER: A mnemonic device that can be used to teach the appropriate locations of the variables on a graph is DRY MIX. • DRY represents Dependent-Responding-Y-axis. • MIX represents Manipulated-Independent-X-axis. In order to be meaningful, the data collected from the investigation should be interpreted and analyzed. • How the data is analyzed depends on the experiment. • Sometimes calculations or graphs will be needed to help analyze the data. • Data will often reveal patterns or trends. • Patterns often become clear if the data is organized in a data table or graph. The analyzed data can then be used to draw a valid conclusion about the investigation. • A valid conclusion is a summary of the findings of an experiment based on scientific

observations, inferences, and collected data that states the relationship between the independent (manipulated) and dependent (responding) variables.

• When a conclusion statement is made it should state whether the collected data supports the hypothesis or does not support the hypothesis (not that the hypothesis was right or wrong).




It is not essential for students to generate new questions from an investigation or construct circle graphs. Assessment Guidelines: The objective of this indicator is to differentiate between observations and inferences during the analysis and interpretation of data; therefore, the primary focus of assessment should be to distinguish between observations and inferences that can be made from the data collected during an investigation. However, appropriate assessments should also require students to identify the appropriate type of graph for the data collected; compare observations and inferences; interpret data presented on a graph or diagram; implement the steps for making a data table or graph;




6-1.3 Classify organisms, objects, and materials according to their physical characteristics by using a dichotomous key. Taxonomy Level: 2.3-C Understand Procedural Knowledge

Previous/Future knowledge: In 1st grade (1-1.1), students compared, classified, and sequenced objects by number, shape, texture, size, color, and motion, using Standard English units of measurement where appropriate. In 3rd

grade, students classified objects by two of their properties (attributes) (3-1.1) and classified objects or events in sequential order (3-1.2). They will use this skill throughout the remainder of their science instruction.

It is essential for students to know scientists use the skill of classifying to organize objects that are similar in some way into groups to make the relationship among them easier to understand. Objects can be classified based on similar characteristics using a binary classification chart (based on whether or not an object has or does not have a particular property) or an identification key. A dichotomous key is a special identification key that uses a series of paired characteristics that leads to the identification of an organism, object, or material. • Always begin with a choice from the first pair of characteristics. • At the end of each characteristic is either the name of the organism, object, or material or

directions to go to another step. • Keep following the choices until the identity is determined. • Once the identity is determined, the physical characteristics can be identified. It is not essential for students to construct dichotomous keys. Assessment Guidelines: The objective of this indicator is to classify organisms, objects, and materials using a dichotomous key; therefore, the primary focus of assessment should be to determine the identity of an organism, object, or material by following a dichotomous key. However, appropriate assessments should also require students to compare the properties of organisms, objects, and materials using a dichotomous key; identify the name of an organism or object using a dichotomous key; or recognize the physical characteristics of an organism or object based on the dichotomous key.




6-1.4 Use a technological design process to plan and produce a solution to a problem or a product (including identifying a problem, designing a solution or a product, implementing the design, and evaluating the solution or the product). Taxonomy Level: 3.2-C Apply Procedural Knowledge


grade (5-1.7), students used a simple technological design process to develop a solution or a product, communicating the design by using descriptions, models, and drawings. In high school Physical Science (PS-1.8), students will compare the processes of scientific investigation and technological design.

It is essential for students to know that science is the process of learning about the natural world by asking questions and trying to find the answers to those questions. Scientific knowledge is used to develop and enhance science knowledge. Technology applies scientific knowledge in order to develop a solution to a problem or create a product to help meet human needs. Technology is usually developed because there is a need or a problem that needs to be solved. Steps in the technological design process include: • Identifying a problem or need

o Research and gather information on what is already known about the problem or need • Designing a solution or a product

o Generate ideas on possible solutions or products o Evaluate the factors that will limit or restrict the solution or product design o Determine the trade-offs of the solutions or products (what must be given up in order to create

the solution or product) • Implementing the design

o Build and test the solution or product o Identify any problems with the solution or product o If necessary, redesign the solution or product to eliminate any problems in the design

• Evaluating the solution or the product o Determine if the solution or product solved the problem o Identify the pros and cons of the solution or product

The steps of the design can be communicated using descriptions, models, and drawings. • A scientific model is an idea that allows us to create explanations of how the something may

work. Models can be physical or mental.




It is also essential for students to follow appropriate steps when conducting a controlled scientific investigation. In a controlled scientific investigation some or all of the following steps should be included: • Identify a testable question (tests one variable) that can be investigated • Research information about the topic • State the hypothesis as a predicted answer to the question, what may be the possible outcome of

the investigation • Design an experiment to test the hypothesis, controlling all variables except the independent

(manipulated) variable o Plan for independent (manipulated) and dependent (responding) variables o Plan for factors that should be held constant (controlled variables) o List the materials needed to conduct the experiment o List the procedures to be followed o Plan for recording, organizing and analyzing data

• Conduct the experiment and record data (observations) in tables, graphs, or charts • Analyze the data in the tables, graphs, or charts to figure out what the data means (describe the

relationship between the variables) • Compare the results to the hypothesis and write a conclusion that will support or not support the

hypothesis based on the recorded data • Communicate the results to others It is not essential for students to compare the processes of a controlled scientific investigation and the technological design process or evaluate a technological design or product on the basis of designated criteria (including cost, time, and materials). Assessment Guidelines: The objective of this indicator is to use a technological design process to plan and produce a solution to a problem or a product; therefore, the primary focus of assessment should be to apply the procedures for a technological design process using the steps listed in the indicator. However, appropriate assessments should also require students to classify by sequencing the steps of a technological design process or a controlled scientific investigation; explain how a particular product or process solves a problem; summarize the design process of a solution or product; summarize the steps in a controlled scientific investigation; exemplify technology; or identify the solution or product in a technological design process.




6-1.5 Use appropriate safety procedures when conducting investigations. Taxonomy Level: 3.2-C Apply Procedural Knowledge

Previous/Future knowledge: In all grades students use appropriate safety procedures when conducting investigations that are appropriate to their grade, tools, and type of investigations. It is essential for students to know that care should be taken when conducting a controlled scientific investigation to make sure that everyone stays safe.

Safety procedures to use when conducting science investigations must be: • Always wear appropriate safety equipment such as goggles or an apron when conducting an

investigation. • Be careful with sharp objects and glass. Only the teacher should clean up broken glass. • Do not put anything in mouth unless instructed by the teacher. • Follow all directions for completing the science investigation. • Follow proper handling of animals and plants in the classroom. • Keep hands away from eyes when using iron filings. • Keep the workplace neat. Clean up when done. • Practice all of the safety procedures associated with the activities or investigations conducted. • Tell the teacher about accidents or spills right away. • Use caution when working with heat sources and heated objects. • Wash hands after each activity. It is essential for students to use tools safely and accurately, including a spring scale, beam balance, barometer, and sling psychrometer, when conducting investigations. NOTE TO TEACHER (safety while working with students): • Teacher materials have lists of “Safety Procedures” appropriate for the suggested activities.

Students should be able to describe and practice all of the safety procedures associated with the activities they conduct.

• Most simple investigations will not have any risks, as long as proper safety procedures are followed. Proper planning will help identify any potential risks and therefore eliminate any chance for student injury or harm.

• Teachers should review with students the safety procedures before doing an activity. • Lab safety rules may be posted in the classroom and/or laboratory where students can view them.

Students should be expected to follow these rules. • A lab safety contract is recommended to notify parents/guardians that classroom science

investigations will be hands-on and proper safety procedures will be expected. These contracts should be signed by the student and the parents or guardians and kept on file to protect the student, teacher, school, and school district.

• In the event of a laboratory safety violation or accident, documentation in the form of a written report should be generated. The report should be dated, kept on file, include a signed witness statement (if possible) and be submitted to an administrator.

• Materials Safety Data Sheets (MSDS) must be on file for hazardous chemicals. • For further training in safety guidelines, you can obtain the SC Lab Safety CD or see the Lab

Safety flip-chart (CD with training or flip-chart available from the SC Department of Education).




It is not essential for students to go beyond safety procedures appropriate to the kinds of investigations that are conducted in a sixth grade classroom. Assessment Guidelines: The objective of this indicator is to use appropriate safety procedures when conducting investigations; therefore, the primary focus of assessment should be to apply correct procedures that would be needed to conduct a science investigation. However, appropriate assessments should also require students to identify safety procedures that are needed while conducting an investigation; or recognize when safety procedures are being used.

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 2nd

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. Assessment Guidelines: 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). Taxonomy level: 2.6-B Understand Conceptual Knowledge

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.




Assessment Guidelines: 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. Taxonomy level: 2.4-B Understand Conceptual Knowledge

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. Assessment Guidelines: 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). Taxonomy level: 2.4-B Understand Conceptual Knowledge

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. Assessment Guidelines: 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 3rd

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. Assessment Guidelines: 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). Taxonomy level: 2.4-B Understand Conceptual Knowledge

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

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

• 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.

light energy.

• 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. Assessment Guidelines: 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). Taxonomy level: 2.7-B Understand Conceptual Knowledge

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.




Assessment Guidelines: 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.

Taxonomy level: 2.7-B Understand Conceptual Knowledge 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.

Assessment Guidelines: 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.



Effective August 2007

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 2nd

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. Assessment Guidelines: 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). Taxonomy level: 2.6-B Understand Conceptual Knowledge

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.