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Sixth Grade Science Fall, 2009 Iowa Core Curriculum – Life Science: Grades 6-8 Understand and apply knowledge of the functions and interconnections of the major human body systems including the breakdown in structure or function that disease causes. The human organism has systems for digestion, respiration, reproduction, circulation, excretion, movement, control, and coordination, and for protection from disease. These systems interact with one another. Disease is a breakdown in structures or functions of an organism. Some diseases are the result of intrinsic failures of the system. Others are the result of damage by infection by other organisms. Understand and apply knowledge of the basic components and functions of cells, tissues, organs, and organ systems. Living systems at all levels of organization demonstrate the complementary nature of structure and function. Important levels of organization for structure and function include cells, organs, tissues, organ systems, whole organisms, and ecosystems. Specialized cells perform specialized functions in multi-cellular organism. Groups of specialized cells cooperate to form a tissue, such as a muscle. Different tissues are, in turn, grouped together to form larger functional units, called organs. Each type of cell, tissue, and organ has a distinct structure and set of functions that serve the organism as a whole. Understand and apply knowledge of the interdependency of organisms, changes in environmental conditions, and survival of individuals and species. All organisms must be able to obtain and use resources, grow, reproduce, and maintain stable internal conditions while living in a constantly changing external environment. Regulation of an organism’s internal environment involves sensing the internal environment and changing physiological activities to keep conditions within the range required to survive. Behavior is one kind of response an organism can make to an internal or environmental stimulus. A behavioral response requires coordination and communication on many levels, including cells, organ systems, and whole organisms. Behavioral response is a set of actions determined in part by heredity and in part from experience. Working Draft – 8.21.2009 Page 1 Conceptual Hierarchy Human Body Systems and Health Students will understand that the human body’s systems work together to carry out essential functions for survival. Working Draft – 8.21.2009 Organ Systems Choice Response Levels of Organization Structure & Function Adaptation Impact of Environment Pathology Importance of Homeostasis Constancy Page 2 Unit 1: The Human Body Students will understand that the human body’s systems work together to carry out essential functions for survival. Essential Concepts: Constancy Adaptation Structure/Function Essential Questions Students will know: 1.1 Organization of the Human Body How does Relationship between the organization levels of organization in the increase human body (cells, tissues, efficiency? organs, organ systems, etc) 1.2 Structure and Support in the Human Body How could it be Structures and Functions of possible to live Skeletal and Muscular Systems without bones? Bones and bone Muscles? marrow Muscles Joints Students will be able to: Working Draft – 8.21.2009 Print, Technology, and Community Resources* Describe the relationship between cells, tissues, organs, organ systems, and the human body. HRW Book D, Chapter 1.1 Describe how bones and muscles work together to provide structure and movement. HRW Book D, Chapter 1.2 HRW Book D, Chapter 1.3 Identify the role of muscles in digestive, circulatory, respiratory and excretory functions. http://www.innerbody.com/ Identify the role of bone marrow. 1.3 Transport within the Human Body Structures and Functions of the Circulatory System: Heart (atria, ventricles, aorta, valves) Veins Assessments/ Evidence of Student Understanding Identify the basic structures and functions of the circulatory system. Identify the four parts of blood and their specific roles. http://dmpsscience.wikispaces.com/Sixth+Grade++Human+Body+Systems+%26+Health+Discussions National Institute of Health Supplement (see website) http://scienceeducation.nih.gov/customers.nsf/MSBone.htm http://dmpsscience.wikispaces.com/Sixth+Grade++Human+Body+Systems+%26+Health+Discussions HRW Book D, Chapter 2.1 HRW Book D, Chapter 2.2 http://www.innerbody.com/ http://www.pbs.org/wgbh/nova/heart/ http://dmpsscience.wikispaces.com/Sixth+Grade+- Page 3 +Human+Body+Systems+%26+Health+Discussions Arteries Capillaries Blood 1.4 Respiration Structures and Functions of the Respiratory System: Lungs Trachea Bronchi Alveoli and gas exchange Pulmonary circulation 1.5 Food Digestion & Transport Structures and Functions of Why do we eat the Digestive System: food? Mouth (teeth, tongue, saliva) Why do you Esophagus swallow Stomach aspirin to get Small Intestine rid of a Liver & Gall Bladder headache? Large Intestine Rectum Anus 1.6 Coordination and Response How does Structures and Functions of coordination the Nervous System increase Brain (cerebellum, efficiency? cerebrum, brain stem) or Spinal Cord How does Nerves (role in coordination of nervous system) actions Senses and Sensory Responses increase the efficiency of response? Identify the basic structures and functions of the respiratory system. HRW Book D, Chapter 2.4 http://www.innerbody.com/ http://dmpsscience.wikispaces.com/Sixth+Grade++Human+Body+Systems+%26+Health+Discussions Identify the basic structures, functions, and processes of the digestive system. HRW Book D, Chapter 3.1 Identify the basic structures and functions of the nervous system. HRW Book D, Chapter 4.1 HRW Book D, Chapter 4.2 Describe how your five senses collect and interpret stimuli. Distinguish between voluntary and reflexive responses to stimuli. http://www.innerbody.com/ http://dmpsscience.wikispaces.com/Sixth+Grade++Human+Body+Systems+%26+Health+Discussions National Institute of Health Supplements (see websites) http://www.innerbody.com/ http://science.education.nih.gov/supplements/nih3/he aring/default.htm http://science.education.nih.gov/supplements/nih4/se lf/default.htm http://scienceeducation.nih.gov/customers.nsf/MSMental http://dmpsscience.wikispaces.com/Sixth+Grade++Human+Body+Systems+%26+Health+Discussions 1.7 Adolescent Development Working Draft – 8.21.2009 Page 4 How does the human body change to prepare for reproduction? Effect of hormones on human body – puberty Structures and functions of the Reproductive System o Male Structures o Female Structures Sex Cells – Sperm & Egg 1.8 Disease and Defense How do the Disease and the Human Body choices I make Defense Mechanisms impact my (blood, skin, saliva, health? mucus, etc) Role of blood How could Immunity getting sick on Gas and nutrient occasion transport actually be Clotting good for me in Infectious vs. Nonthe long term? infectious diseases 1.9 Healthy Living How do the Health & Nutrition choices I make Nutritional choices – impact my effects of poor health? nutrition Alcohol, illegal drugs, How will inhalants, prescription choices I make drugs, and tobacco – regarding effects nutrition and personal wellness need to change as I age? What is more important: nutrition or taste? Working Draft – 8.21.2009 Identify the basic structures and functions of the male and female reproductive systems Explain physical, social and cognitive changes that occur during human puberty Explain the difference between infectious and noninfectious diseases Evaluate conscious and unconscious response mechanisms to infectious disease. HRW Book D, Chapter 5.2 HRW Book D, Chapter 5.3 http://www.innerbody.com/ Link to opt. out slip needed here or slip to participate (active) http://dmpsscience.wikispaces.com/Sixth+Grade++Human+Body+Systems+%26+Health+Discussions HRW Book D, Chapter 6.1 HRW Book D, Chapter 6.2 National Institute of Health Supplement (see website) http://scienceeducation.nih.gov/customers.nsf/HSDiseases.htm This is actually a high school NIH supplement, but can be modified for middle school use. http://dmpsscience.wikispaces.com/Sixth+Grade++Human+Body+Systems+%26+Health+Discussions Explain the effects of good and poor nutritional choices on the human body’s systems HRW Book D, Chapter 7.1 HRW Book D, Chapter 7.2 HRW Book D, Chapter 7.3 Explain the hazards of tobacco, marijuana, methamphetamine, cocaine, hallucinogens, and inhalents. National Institute of Health Supplements (see websites) Explain the hazards of abusing alcohol, legal stimulants, and prescription narcotics. Explain the personal and societal hazards of improperly using antibiotics. http://science.education.nih.gov/supplements/nih3/al cohol/default.htm http://science.education.nih.gov/supplements/nih4/en ergy/default.htm http://dmpsscience.wikispaces.com/Sixth+Grade++Human+Body+Systems+%26+Health+Discussions Employee/Family Resource Center (515) 471-2398 Page 5 End of Unit Human Body Performance Assessment^ ^Human Body Performance Assessment will be available as an end-of-unit assessment. This will be a pilot in 2009-10 for teachers who choose to administer it, and will replace the 6th grade CRT. * In column 5 (“Print, Technology, and Community Resources”), references to particular textbooks/chapters/sections/pages do NOT signify that those resources must be used by teachers or their students. As with all the other suggested resources, the textbook references are listed to assist teachers in finding, arranging and utilizing any manner and variety of materials for instructional purposes. It is every teacher’s mission to have all students learn all of the learning goals listed in column 2 (“Students will know”) and also column 3, (“Students will be able to”) of this document. So long as that mission is accomplished in ways that are rigorous and relevant to students, resulting in enduring skills and understanding, the materials to be used are a matter of individual choice. Recommended Texts: HRW Book D: Human Body Systems and Health, 2005 Investigative Questions that students can explore/answer using experimental techniques: (an evolving list of the kinds of questions that can students explore—using methods of science—that directly support how students learn the skills and understandings of this unit) o o o o Working Draft – 8.21.2009 Page 6 Iowa Core Curriculum – Physical Science: Grades 6-8 Understand and apply knowledge of: elements, compounds, mixtures, and solutions based on the nature of their physical and chemical properties physical and chemical changes and their relationship to the conservation of matter and energy A substance has characteristic properties, such as density, a boiling point, and solubility, all of which are independent of the amount of the sample. A mixture of substances often can be separated into the original substances using one or more of the characteristic properties. Substances react chemically in characteristic ways with other substances to form new substances (compounds) with different characteristic properties. In chemical reactions, the total mass is conserved. Substances often are placed in categories or groups if they react in similar ways; metals are an example of such a group. Chemical elements do not break down during normal laboratory reactions involving such treatments as heating, exposure to electric current, or reaction with acids. There are more than 100 known elements that combine in a multitude of ways to produce compounds, which account for the living and nonliving substances that we encounter. Understand and apply knowledge of forms of energy and energy transfer. Heat moves in predictable ways, flowing from warmer objects to cooler ones, until both reach the same temperature. Working Draft – 8.21.2009 Page 7 Conceptual Hierarchy Matter & Energy in Physical Changes Students will understand that matter is made up of atoms that can exist in different forms with different properties. Working Draft – 8.21.2009 Chemical & Physical Changes Predictability Properties of Matter Phases of Matter Interaction Properties of Matter Properties of Matter Atomic Structure Constancy Page 8 Unit 2: Matter & Energy in Physical Changes Students will understand that matter is made up of atoms that can exist in different forms and with different properties. Essential Concepts: Constancy Interaction Predictability Essential Questions Students will know: 2.1 Properties of Materials How are All substances have physical physical properties properties used to group A chemical change results in a items or new substance with new predict their properties behavior? 2.2 Phases of Matter How are On earth, matter exists physical primarily in three phases properties (solid, liquid, and gas) used to group items or Particle model (proximity and predict their motion of particles) can be behavior? used to explain states of matter Transformations between phases of matter (melting, freezing, evaporation, condensation, sublimation, deposition) involve thermal (heat) energy transfer between warmer and colder substances. Students will be able to: Assessments/ evidence of student understanding Print, Technology, and Community Resources* Differentiate between characteristic properties of various substances. HRW Book K, Chapter 1.1 HRW Book K, Chapter 1.2 HRW Book K, Chapter 1.3 Distinguish between a physical and a chemical change http://dmpsscience.wikispaces.com/Sixth+Grade++Introduction+to+Matter+Discussions Explain the three familiar phases of matter using the particle model HRW Book K, Chapter 2.1 HRW Book K, Chapter 2.3 http://dmpsscience.wikispaces.com/Sixth+Grade++Introduction+to+Matter+Discussions Identify the various transformations between phases of matter including the energy change required (endothermic, exothermic) When substances get warmer, their particles move faster and generally spreads out, this Working Draft – 8.21.2009 Page 9 lowers the density of the substance. Gases and liquids that are denser tend to sink, whereas gases and liquids that are less dense tend to rise. 2.3 Atomic Structure How is the Matter is made of atoms that structure of a are in constant motion (see particular atom particle model above) related to its function? Basic atomic structure (protons and neutrons of the nucleus, and electrons in the electron cloud) 2.4 Structure of Matter How are Each individual kind of atom, physical or element, is a pure properties substance that cannot be used to group separated into simpler items or substances through physical or predict their chemical means behavior? Compounds are pure substances made up of two or more elements that are chemically combined Mixtures are combinations of two or more substances that are not chemically combined and can be separated back apart Summarize basic atomic structure HRW Book K, Chapter 4.1 HRW Book K, Chapter 4.2 HRW Book K, Chapter 5.1 http://dmpsscience.wikispaces.com/Sixth+Grade++Introduction+to+Matter+Discussions Describe the characteristics of elements and give examples HRW Book K, Chapter 3.1 HRW Book K, Chapter 3.2 HRW Book K, Chapter 3.3 http://dmpsscience.wikispaces.com/Sixth+Grade++Introduction+to+Matter+Discussions Explain how elements make up compounds Describe the properties and characteristics of a few examples of common compounds Describe the properties of mixtures and methods for separating them * In column 5 (“Print, Technology, and Community Resources”), references to particular textbooks/chapters/sections/pages do NOT signify that those resources must be used by teachers or their students. As with all the other suggested resources, the textbook references are listed to assist teachers in Working Draft – 8.21.2009 Page 10 finding, arranging and utilizing any manner and variety of materials for instructional purposes. It is every teacher’s mission to have all students learn all of the learning goals listed in column 2 (“Students will know”) and also column 3, (“Students will be able to”) of this document. So long as that mission is accomplished in ways that are rigorous and relevant to students, resulting in enduring skills and understanding, the materials to be used are a matter of individual choice. Recommended Texts: HRW Book K: Introduction to Matter, 2005 Investigative Questions that students can explore/answer using experimental techniques: (an evolving list of the kinds of questions that can students explore—using methods of science—that directly support how students learn the skills and understandings of this unit) o o o o Working Draft – 8.21.2009 Page 11 Iowa Core Curriculum – Physical Science: Grades 6-8 Understand and apply knowledge of forms of energy and energy transfer. Heat moves in predictable ways, flowing from warmer objects to cooler ones, until both reach the same temperature. The sun is a major source of energy for changes on the earth’s surface. The sun loses energy by emitting light. A tiny fraction of that light reaches the earth, transferring energy from the sun to the earth. Iowa Core Curriculum – Earth & Space Science: Grades 6-8 Understand and apply knowledge of the water cycle, including consideration of events that impact groundwater quality. Water, which covers the majority of the earth’s surface, circulates through the crust, oceans, and atmosphere in what is known as the “water cycle.” Water evaporates from the earth’s surface, rises and cools as it rises to higher elevations, condenses as rain or snow, and falls to the surface where it collects in lakes, oceans, soil and in soil and rocks underground. Understand and apply knowledge of the earth’s atmospheric properties and how they influence weather and climate. The atmosphere is a mixture of nitrogen, oxygen, and trace gasses that include water vapor. The atmosphere has different properties at different elevations. Global patterns of atmospheric movement influence local weather. Oceans have a major effect on climate because water in the oceans holds a large amount of heat. Clouds, formed by the condensation of water vapor, affect weather and climate. Working Draft – 8.21.2009 Page 12 Conceptual Hierarchy Weather & Climate Students will understand that the earth’s atmosphere and humans impact our weather. Working Draft – 8.21.2009 Climate Change Water Cycle Predictability Atmospheric Properties Climate Change Heat Transfer Interaction Page 13 Unit 3: Weather & Climate Students will understand the earth’s atmosphere and how humans impact our climate. Essential Concepts: Interaction Predictability Essential Students will know: Questions 3.1 Weather vs. Climate How is The difference between weather weather and climate different from climate? 3.2 The Atmosphere The properties of the atmosphere and how these affect weather & climate: The atmosphere is a mixture of gases. The earth’s gravity pulls the atmosphere inward resulting in air pressure. Thermal energy (heat) moves from warmer objects to cooler ones via conduction, radiation, or convection. The sun is a major source of energy for changes on the earth’s surface. The sun loses energy by emitting light. A tiny fraction of that light reaches the earth, transferring energy from the sun to the earth. Solar radiation from the sun heats the earth’s land masses, oceans, and (indirectly) the Working Draft – 8.21.2009 Students will be able to: Contrast weather and climate Assessments/ evidence of student understanding Print, Technology, and Community Resources* HRW Book I, Chapter 3.1 http://dmpsscience.wikispaces.com/Sixth+Grade++Weather+%26+Climate+Discussions Distinguish between the characteristic properties of the various levels of the atmosphere HRW Book I, Chapter 1.1 HRW Book I, Chapter 1.2 HRW Book I, Chapter 2.2 HRW Book I, Chapter 2.3 Summarize the effects of the atmosphere on weather and climate http://dmpsscience.wikispaces.com/Sixth+Grade++Weather+%26+Climate+Discussions Page 14 atmosphere. When substances get warmer, their particles move faster and generally spread out, which lowers the density of the substance. Gases and liquids that are denser tend to sink, whereas gases and liquids that are less dense tend to rise. 3.3 Heat and Climate The effect of heat on global climate, including the influence of earth’s oceans: Solar radiation from the sun heats the earth’s land masses, ocean, and (indirectly) the atmosphere Thermal energy (heat) moves from warmer objects to cooler ones via conduction, radiation, or convection The earth’s axis is tilted relative to its orbit around the sun so the sun’s light is more intense at different latitudes at different times of the year. This causes seasonal variations in temperature. Regional differences in air’s temperature, humidity, and density produce winds. 3.4 Water and Climate The role of the water cycle in global climate patterns: Working Draft – 8.21.2009 HRW Book I, Chapter 1.2 http://dmpsscience.wikispaces.com/Sixth+Grade++Weather+%26+Climate+Discussions Describe the process of heat transfer between objects Describe the effect that the tilt of the earth’s axis has on determining seasonal weather HRW Book I, Chapter 2.1 HRW Book I, Chapter 2.2 Page 15 Water covers a majority of the earth and circulates (water cycle). Clouds form by condensation of water vapor and have an effect on weather and climate. Global patterns of atmospheric movement influence local weather Oceans have a major effect on climate because they hold a lot of heat. 3.5 Climate Change How is current Changes in climate including climate change historical influences on like or climate, the greenhouse effect, different from and effects of air pollution: historical Weather and climate records of result from latitude, climate altitude and from features change? on the earth’s crust (i.e. mountains, lakes, etc) Earth’s climate is constantly changing. Burning of fossil fuels in the last century has increased the amount of greenhouse gases in the atmosphere which has contributed to global climate changes Explain the water cycle and its role in global climate patterns Explain how clouds are formed Summarize how clouds affect weather and climate HRW Book I, Chapter 2.3 HRW Book I, Chapter 3.2 HRW Book I, Chapter 3.3 http://dmpsscience.wikispaces.com/Sixth+Grade++Weather+%26+Climate+Discussions HRW Book I, Chapter 1.4 HRW Book I, Chapter 3.4 Identify various factors that have historically influenced earth’s climate http://dmpsscience.wikispaces.com/Sixth+Grade++Weather+%26+Climate+Discussions Define the greenhouse effect and global climate changes Identify the major causes and effects of air pollution List ways to reduce air pollution * In column 5 (“Print, Technology, and Community Resources”), references to particular textbooks/chapters/sections/pages do NOT signify that those resources must be used by teachers or their students. As with all the other suggested resources, the textbook references are listed to assist teachers in finding, arranging and utilizing any manner and variety of materials for instructional purposes. It is every teacher’s mission to have all students learn all of the learning goals listed in column 2 (“Students will know”) and also column 3, (“Students will be able to”) of this document. So long as that mission Working Draft – 8.21.2009 Page 16 is accomplished in ways that are rigorous and relevant to students, resulting in enduring skills and understanding, the materials to be used are a matter of individual choice. Recommended Texts: HRW Book I: Weather and Climate, 2005 Investigative Questions that students can explore/answer using experimental techniques: (an evolving list of the kinds of questions that can students explore—using methods of science—that directly support how students learn the skills and understandings of this unit) o o o o Working Draft – 8.21.2009 Page 17