Download Science COS-Grade 6-2011-2012

Grade Six
2011-2012
Science Course of Study
Grade Band Theme: Order and Organization
This theme focuses on helping students use scientific inquiry to discover patterns,
trends, structures and relationships that may be described by simple principles.
These principles are related to the properties or interactions within and between
systems.
Science Inquiry and Application
During the years of grades 5-8 all students must use the following
scientific processes to construct their knowledge and understanding
in all science content areas:
• Identify questions that can be answered
through scientific investigations;
• Design and conduct a scientific investigation;
• Use appropriate mathematics, tools and techniques to gather data and
information;
• Analyze and interpret data;
• Develop descriptions, models, explanations and predictions;
• Think critically and logically to connect evidence and explanations;
• Recognize and analyze alternative explanations and predications; and
• Communicate scientific procedures and explanations.
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Grade Six
2011-2012
Science Course of Study
Earth and Space Sciences
TOPIC: Rocks, Minerals, and Soil
CONTENT STATEMENT 1
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Minerals have specific quantifiable properties.
 Minerals are naturally occurring, inorganic solids that have a defined chemical
composition. Minerals have properties that can be observed and measured. Minerals
form in specific environments.
CONCEPTS
VOCABULARY
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Each mineral has its own specific properties that
can be used to identify it.
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Most rocks are composed of one or more minerals.
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The properties that can be used for testing minerals
include: luster, hardness, cleavage, streak,
magnetism, fluorescence, and/or crystal shape.
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Minerals present in rocks can help to correctly
identify the rocks.
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Minerals can indicate the type of environment in
which the rock and/or mineral formed.
- Some minerals (for example halite) form
through evaporation
- Some minerals (such as calcite) form through
a variety of chemical processes
- Other minerals (such as feldspar varieties and
varieties of quartz) form in an igneous
environment
- Some minerals (such as epidote) form in a
metamorphic environment.
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Minerals
Mohs’ Hardness Scale
Mineral Identifying Properties:
o Crystal Shape
o Luster
o Streak
o Color
o Hardness
o Cleavage
o Fracture
Magnetism
Fluorescence
Grade Six
2011-2012
Science Course of Study
Earth and Space Sciences
PERFORMANCE SKILLS:
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Recognize that minerals have measurable properties that can be used for identification and/or
classification.
Identify the different processes and/or environments in which minerals can form, such as
evaporation, chemical processes, sedimentary, igneous, or metamorphic.
Identify the common rock-forming minerals, such as: calcite, halite, dolomite, gypsum,
quartzes, feldspars, micas, talc, topaz, or corundum.
Using the Mohs’ hardness scale, determine the hardness of an unknown mineral by using
some common objects (steel nail, paper clip, fingernail).
Using a variety of testing methods (observations, streak test, scratch test), identify a common
mineral based on its properties.
Draw conclusions based on the mineral’s physical properties.
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Grade Six
2011-2012
Science Course of Study
Earth and Space Sciences
TOPIC: Rocks, Minerals and Soil
CONTENT STATEMENT 2
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Igneous, metamorphic and sedimentary rocks have unique characteristics that can be
used for identification and/or classification.
 Most rocks are composed of one or more minerals, but there are a few types of
sedimentary rocks that contain organic material, such as coal. The composition of the
rock, types of mineral present, mineral arrangement, and/or mineral shape and size can be
used to identify the rock and to interpret its history of formation, breakdown (weathering)
and transport (erosion).
CONCEPTS
VOCABULARY
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It is important to use the identification of the
minerals, mineral arrangement (within the
rock) and quantifiable characteristics of the
rock to identify the rock.
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The purpose of rock identification must be
related to understanding the environment in
which the rock formed.
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Forces inside Earth and at the surface
produce a rock cycle that builds, destroys,
and changes the rocks in the crust
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Sedimentary rocks form from particles
deposited by water and wind.
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Igneous rocks form where magma or lava
cool and crystallize.
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Heat and pressure deep beneath the Earth’s
surface can change any rock into metamorphic
rock.
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When rock changes into metamorphic rock,
appearance, texture, crystal structure, and mineral
content change.
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Rocks
Minerals
Sedimentary
Igneous
Metamorphic
Properties
Rock Cycle
Magma
Lava
Extrusive
Intrusive
Weathering
Erosion
Lithosphere
Grade Six
2011-2012
Science Course of Study
Earth and Space Sciences
PERFORMANCE SKILLS:
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Use a chart, table, or key for the classification of common rocks within each division of rock
(sedimentary, igneous, and metamorphic).
Recognize that each type of rock has a unique history based upon the environmental
conditions that existed when it formed.
Draw and label the rock cycle.
Explain how sedimentary, igneous, and metamorphic rocks are formed.
List the distinct properties of sedimentary, igneous, and metamorphic rocks.
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Grade Six
2011-2012
Science Course of Study
Earth and Space Sciences
TOPIC: Rocks, Minerals and Soil
CONTENT STATEMENT 3
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Igneous, metamorphic and sedimentary rocks form in different ways.
 Magma or lava cools and crystallizes to form igneous rocks. Heat and pressure applied to
existing rock forms metamorphic rocks. Sedimentary rock forms as existing rock
weathers chemically and/or physically and the weathered material is compressed and then
lithifies. Each rock type can provide information about the environment in which it was
formed.
CONCEPTS
VOCABULARY
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Forces inside Earth and at the surface produce a
rock cycle that builds, destroys, and changes the
rocks in the crust.
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Sedimentary rocks form from particles deposited
by water and wind.
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Igneous rocks form where magma or lava cool
and crystallize.
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Heat and pressure deep beneath the Earth’s
surface can change any rock into metamorphic
rock.
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When rock changes into metamorphic rock,
appearance, texture, crystal structure, and
mineral content change.
 Rock
 Sedimentary
 Igneous
 Metamorphic
 Rock Cycle
 Properties
 Magma
 Lava
 Extrusive
 Intrusive
 Weathering
 Erosion
 Lithosphere
 Crystallization
 Lithification
 Bedrock
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The rock cycle can be used for a general
explanation of the conditions required for igneous,
metamorphic, and sedimentary to form.
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Ohio’s geologic history and past environmental
conditions play an important role in understanding
the existing bedrock in Ohio.
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Grade Six
2011-2012
Science Course of Study
Earth and Space Sciences
PERFORMANCE SKILLS:
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Draw and label the rock cycle.
Identify the main components of the rock cycle.
Use the rock cycle to describe the formation of sedimentary, igneous, and metamorphic
rocks.
Discuss the geologic history and environmental conditions that led to the elements of Ohio’s
bedrock.
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Grade Six
2011-2012
Science Course of Study
Earth and Space Sciences
TOPIC: Rocks, Minerals and Soils
CONTENT STATEMENT 4
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Soil is unconsolidated material that contains nutrient matter and weathered rock.
 Soil formation occurs at different rates and is based on environmental conditions, type of
existing bedrock and rates of weathering. Soil forms in layers known as horizons. Soil
horizons can be distinguished from one another based on properties that can be measured.
CONCEPTS
VOCABULARY
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Soil forms at different rates and has different
measurable properties, depending on the
environmental conditions.
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Properties in soil that are useful in soil
identification include: texture, color,
composition, permeability and porosity.
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Uses of soil depend upon their properties.
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Observing and identifying soil horizons is
based upon understanding the different
properties of soil and when the properties
change.
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Soil maps combined with geologic, aerial or
topographic maps can assist in local
identification of soil formations.
Soil
Bedrock
Horizons
Weathering
Erosion
Porosity
Permeability
Composition
PERFORMANCE SKILLS:
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Recognize that soil layers are called horizons and each horizon has properties that can be
measured.
Identify the types of conditions that may contribute to the formation of soil (or lack of
formation of soil).
Use specific tools to measure soil characteristics and properties such as permeability,
porosity, texture, and color.
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Grade Six
2011-2012
Science Course of Study
Earth and Space Sciences
TOPIC: Rocks, Minerals, and Soils
CONTENT STATEMENT 5
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Rocks, minerals and soils have common and practical uses.
 Nearly all manufactured material requires some kind of geologic resource. Most
geologic resources are considered nonrenewable. rocks, minerals and soil are examples
of geologic resources that are nonrenewable.
o Note: Nonrenewable energy sources should be included (such as fossil fuels).
CONCEPTS
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VOCABULARY
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Uses of the resources should include construction 
(e.g. gypsum, metals, gravel, sand, lime, clay),
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energy (e.g. fossil fuels, radioactive materials),
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transportation (e.g. road salt, asphalt), agriculture
(e.g. lime, peat, minerals for fertilizers and
pesticides), and domestic use (e.g. metals and
gems for jewelry, clay for pottery or sculpting,
natural dyes for clothing or paint) and technology
(e.g. lithium, silica).
Rocks, minerals, and soils have specific physical
properties that can determine how they can be
used.
Nonrenewable Resources
Fossil Fuels
Coal
Oil
Natural Gas
Uranium
Conservation
The conservation of resources through the
management of the resources, which includes
extraction methods, use, storage, and disposal, is
an important part of understanding the uses of
rocks, minerals and soil.
PERFORMANCE SKILLS:
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Recognize that the characteristics of soil, rocks, or minerals determine how they can be used.
Identify examples of different ways that soil, rocks, or minerals can be used.
Research different uses of minerals, soil, and rock within the community and within Ohio.
Explain why fossil fuels are nonrenewable.
Explore methods of conservation of resources.
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Grade Six
2011-2012
Science Course of Study
Life Sciences
TOPIC: Cellular to Multicellular
CONTENT STATEMENT 6
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Cells are the fundamental unit of life.
 All living things are composed of cells. Different body tissues and organs are made of
different kinds of cells. The ways cells function are similar in all living organisms.
CONCEPTS
VOCABULARY
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All organisms have cells.
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Cells are the basic unit of structure and function of
all living things.
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The basic functions of organisms are carried out by
or within cells.
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Cell Theory states that all living things are made of
cells.
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Many organisms are single-celled and that one cell
must carry out all the basic functions of life.
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Many organisms are multicellular and the cells that
form these organisms can be organized at various
levels to carry out all the basic functions of life.
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Different body tissues and organs can be made up of
different kinds of cells.
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The cells in similar tissues and organs in animals are
similar.
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The tissues and organs found in plants differ slightly
from similar tissues in animals.
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Life is classified into five kingdoms: Animals,
Plants, Protists, Fungus, and Bacteria.
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Cell
Single-celled (Unicellular)
Multicellular
Tissue
Organ
Cell Theory
Organelles
Cell Wall
Cell Membrane
Nucleus
Endoplasmic Reticulum
Golgi Body
Vacuole
Chloroplasts
Mitochondrion
Ribosome
Lysosomes
Cytoplasm
Function
Kingdoms
Animal (Animalia)
Plant (Plantae)
Protists (Protista)
Fungus (Fungi)
Bacteria (Monera)
Eukaryotic
Prokaryotic
Microscope
Photosynthesis
Grade Six
2011-2012
Science Course of Study
Life Sciences
CONCEPTS
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Organisms are classified by a few
fundamental characteristics which
distinguish them from other groups.
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Microscopes can be used to observe a
variety of cells, tissues, and organs from
many different types of organisms.
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Organelles carry out specific functions
within the cell.
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An organelle’s function is similar in all
organisms.
VOCABULARY (cont’d)
PERFORMANCE SKILLS:
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Explain the basic principles of the cell theory.
Explain that all living things are made of cells.
Identify and explain the function of each organelle within a cell.
Compare/Contrast the organelles and their functions within different cells. (Example: Plant
vs Animal Cells)
Utilizing a microscope, explain that organisms from the five kingdoms are made of cells.
Observe a variety of cells with a microscope and identify organelles that can be seen.
Explain the key characteristics of organisms in each kingdom.
Classify organisms based on fundamental characteristics.
Identify general distinctions among organisms that support classifying some things as plants,
some as animals, and some that do not fit neatly into either group.
Determine if an unknown substance is living or non-living by using the 9 characteristics of
life.
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Grade Six
2011-2012
Science Course of Study
Life Sciences
TOPIC: Cellular to Multicellular
CONTENT STATEMENT 7
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All cells come from pre-existing cells.
 Cells repeatedly divide resulting in more cells and growth and repair in multicellular
organisms.
CONCEPTS
VOCABULARY
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The Cell theory states that cells come from preexisting cells.
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Individual organisms do not live forever
therefore reproduction is necessary for the
continuation of every species.
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Reproduction is necessary for the continuation of
every species.
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Traits are passed onto the next generation
through reproduction.
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In single-celled organisms the process of binary
fission produces a new organism that is identical
to the parent.
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In multicellular organisms cells multiply for
growth and repair.
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Microscopes can be used to observe cells from
different organisms in the process of dividing.
Single-celled (Unicellular)
Multicellular
Cell Theory
Reproduction
Traits
Genetic Information
Binary Fission
Generation
Mitosis
Chromosome
Life Cycle
PERFORMANCE SKILLS:
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State that death is a part of the life cycle.
Infer what happens to a species if it does not reproduce.
Explain the basic principles of the cell theory.
Observe the process of cell division using microscopes.
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Grade Six
2011-2012
Science Course of Study
Life Sciences
TOPIC: Cellular to Multicellular
CONTENT STATEMENT 8
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Cells carry on specific functions that sustain life.
 Many basic functions of organisms occur in cells. Cells take in nutrients and energy to
perform work, like making various molecules required by that cell or an organism.
 Every cell is covered by a membrane that controls what can enter and leave the cell.
 Within the cell are specialized parts for the transport of materials, energy capture and
release, protein building, waste disposal, information feedback and movement.
CONCEPTS
VOCABULARY
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Cells, tissues, organs and organ systems
carry out life functions for organisms.
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These roles include maintaining homeostasis,
gas exchange, energy transfers and
transformation, transportation of molecules,
disposal of wastes and synthesis of new
molecules.
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Function
Grow
Reproduce
Die
Need Energy
Need Water
Eliminate Waste
Exchange Gases
Respond to the Environment
Cells
Tissues
Organs
Organ Systems
Organism
PERFORMANCE SKILLS:
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Determine if an unknown substance is living or non-living by using the 9 characteristics of
life.
State that death is a part of the life cycle.
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Grade Six
2011-2012
Science Course of Study
Life Sciences
TOPIC: Cellular to Multicellular
CONTENT STATEMENT 9
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Living systems at all levels of organization demonstrate the complementary nature of
structure and function.
 Level of organization within organisms includes cells, tissues, organs, organ systems
and whole organisms.
 Whether the organism is single-celled or multicellular, all of its parts function as a
whole to perform the tasks necessary for the survival of the organism.
 Organisms have diverse body plans, symmetry, and internal structures that contribute to
their being able to survive in their environments.
CONCEPTS
VOCABULARY
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Diversity of life begins within a cell.
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Cells perform specialized functions in multicellular
organisms.
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The cells of most multicellular organisms are
grouped together to form different kinds of tissue.
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Tissues may combine to form an organ.
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Different organs combine to form an organ system.
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Organ systems work together in an organism.
Each type of cell, tissue, and organ has a distinct
structure and set of functions that serve the organism
as a whole.
Structure
Function
Cell
Tissue
Organ
Organ System
Organism
Multicellular
Organ Systems:
- Circulatory
- Digestive
- Endocrine
- Integumentary
- Muscular
- Nervous
- Reproductive
- Respiratory
- Skeletal
- Excretory (Urinary)
- Lymphatic (Immune)
PERFORMANCE SKILLS:
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Describe the specific function of each organ system.
Sequence the makeup of organisms from least to most complex.
Describe how the distinct structure and functions of each type of cell, tissue, and organ serve
the organisms as a whole.
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Grade Six
2011-2012
Science Course of Study
Physical Sciences
TOPIC: Matter and Motion
CONTENT STATEMENT 10
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There are two categories of energy: kinetic and potential.
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Objects and substances in motion have kinetic energy.
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Objects and substances can have energy as a result of their position (potential energy).
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Objects and substances can have energy as a result of the position of the object or its
components (potential energy).
CONCEPTS
VOCABULARY
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There are many forms of energy, but they can all be put
into 2 categories: kinetic and potential.
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Kinetic energy is associated with the motion of an object.
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Kinetic energy of an object changes when its speed
changes.
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Potential energy is the energy of position.
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Gravitational potential energy is associated with the height
of an object above a reference position.
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Gravitational potential energy of an object changes as its
height above the reference changes.
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Electrical energy may be associated with the movement of
electricity through wires of an electrical device.
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Thermal energy refers to the total amount of kinetic energy
a substance has because of the random motion of its atoms
and molecules.
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Sound energy is associated with the back and forth
movement of the particles of the medium it travels through.
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Kinetic Energy
Potential Energy
Gravity
Gravitational Potential Energy
Electrical Energy
Electricity
Thermal Energy
Sound Energy
Grade Six
2011-2012
Science Course of Study
Physical Sciences
PERFORMANCE SKILLS:
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Classify the type of energy involved at each stage of a given object’s motion (examples:
roller coaster car, a falling object, or an arrow shot from a bow)
State that an object can have potential energy due to its position.
Explain that an object’s potential energy changes as its relative position changes.
State that an object can have kinetic energy due to its motion.
Explain that an object’s kinetic energy changes as its speed changes.
Define the different types of energy (examples: electrical, thermal, and sound) and classify
them as either kinetic or potential.
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Grade Six
2011-2012
Science Course of Study
Physical Sciences
TOPIC: Matter and Motion
CONTENT STATEMENT 11
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An object’s motion can be described by its speed and the direction.
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An object’s position and speed can be measured and graphed as a function of time.
CONCEPTS
VOCABULARY
 When speed is calculated from a distance measurement, the
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distance is always measured from some reference point.
 To more thoroughly describe the motion of an object, the
direction of motion can be indicated along with the speed.
 Making a table or a graph of measurements and interpreting it
is a useful method for understanding motion and determining
changes in motion.
 Plotting the position on the vertical axis and the time on the
horizontal axis represents the speed of an object. Through the
interpretation of these graphs, students can conclude:
o Standing still is represented by a horizontal line.
o Fast motion is represented by steep lines
o Slow motion is represented by more gradual lines.
 Plotting speed on the vertical axis and time on the horizontal
axis represents changes in speed. Through the interpretation
of these graphs, students can conclude:
o Standing still would be shown with a straight
horizontal line on the horizontal axis.
o Constant speed would be represented with a straight
horizontal line.
o The faster the motion, the farther away the line will be
from the horizontal axis.
o Speeding up would be represented with a line moving
away from the horizontal axis.
o Slowing down would be represented with a line
moving toward the horizontal axis.
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Motion
Speed
Distance
Direction
Force
Vertical Axis
Horizontal Axis
Position vs Time Graph
Slope
Constant Speed
Grade Six
2011-2012
Science Course of Study
Physical Sciences
PERFORMANCE SKILLS:
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Given the distance and time, calculate the average speed of an object.
Recognize that motion describes the change in the position of an object (characterized by a
speed and direction) as time changes.
Describe an object’s motion by tracing and measuring the position over time.
Graph position vs time.
Interpret position vs time graphs to determine whether an object is moving relatively fast,
relatively slow, or standing still.
Graph speed vs time.
Interpret speed vs time graphs to determine whether an object is standing still, at constant
motion, speeding up, or slowing down.
Identify what is changing and what is not changing for an object moving at constant speed.
Justify your answer with references to a distance vs. time graph.
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Grade Six
2011-2012
Science Course of Study
Physical Sciences
TOPIC: Conservation of Mass and Energy
CONTENT STATEMENT 12
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Energy can be transferred through a variety of ways.
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Thermal energy can be transferred through radiation, convection, and conduction.
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Mechanical energy can be transferred when objects push or pull on each other over a
distance.
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Electromagnetic waves transfer energy when they interact with matter.
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Electrical energy transfers when an electrical source is connected in a complete
electrical circuit to an electrical device.
CONCEPTS
VOCABULARY
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Energy can be transferred from one system
to another (or from a system to its
environment) in different ways:
1. mechanically, when two objects
push or pull on each other over a
distance
2. through electromagnetic waves
3. thermally, when a warmer object is
in contact with a cooler one
4. electrically, when an electrical
source such as a battery or
generator is connected in a
complete circuit to an electrical
device.
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Energy can travel from one place to
another in waves.
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Some waves are mechanical in nature and
require a medium (solid, liquid or gas) in
which to travel.
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An electromagnetic wave is one that does not
require a medium through which to travel.
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Transfer of Energy
Mechanical Energy
Electromagnetic Waves
Generator
Circuit
Radiation
Convection
Conduction
Renewable Energy Sources
Solar Energy
Wind Energy
Geothermal Energy
Water (Hydroelectric) Energy
Wave
Medium
Vacuum/ Empty Space
Heat
Solar Cell
Closed Circuit
Open Circuit
Electric Current
Grade Six
2011-2012
Science Course of Study
Physical Sciences
VOCABULARY(cont’d)
CONCEPTS
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Thermal energy that is transferred from one 
object to another is called heat.
Light and other electromagnetic waves do
not require a medium in which to travel
and can travel through a vacuum (empty
space), however they are also able to travel
through some media, such as clear glass.
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Thermal energy is always transferred from
a warm object to a cooler one, unless
additional energy is used to reverse this
transfer.
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Thermal energy can be transferred by the
collisions of moving atoms that have
kinetic energy.
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Conduction—As the fast-moving particles
of a warm substance collide with the
slower-moving particles of a cooler
substance, energy is transferred to the
slower-moving particles. The kinetic
energy is transferred between the moving
atoms in this way until the thermal energy
spreads out evenly through a material or
materials in contact with each other.
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Ammeter
Conductor
Insulator
Series Circuit
Parallel Circuit
Junction
Single Series Loop
Grade Six
2011-2012
Science Course of Study
Physical Sciences
VOCABULARY(cont’d)
CONCEPTS
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Convection—Thermal energy can also be
transferred by means of currents in air, water,
or other fluids. As the fluids are heated, they
expand and increase in volume. This decreases
the amount of mass in a given volume and
gives a reduced density. The warmer material
with less density rises, while the cooler
material with a greater density sinks, causing
currents that can transfer energy.
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Radiation—Some thermal energy in all
materials is transformed into waves. This
wave energy can be transformed back into
thermal energy when it strikes another
material.
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An electric circuit interaction occurs when
an electrical energy source (e.g., battery,
generator, solar cell) is connected with
conducting wires in a complete loop
(closed circuit) to an electrical device (e.g.,
light bulb, motor).
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If a circuit loop is broken (open circuit), the
electric circuit interaction stops in that
loop.

Electric current is the flow of charges
through conductors and can be measured
with an instrument called an ammeter.

Electrical conductors (e.g., metals, acidic
or salt solutions) are materials through
which charges can flow easily.

Electrical insulators (e.g., plastic, glass,
wood) are materials through which charges
cannot flow easily
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Grade Six
2011-2012
Science Course of Study
Physical Sciences
VOCABULARY (cont’d)
CONCEPTS

Electrical devices can be hooked up to an
electrical energy source in two different
ways – in series and in parallel.

In a series circuit, there is no branching of
the conductors so there is only one possible
path of charge flow.

In a parallel circuit, there are junctions
where the conductors branch, so charge can
flow through one of two or more possible
paths.

As the number of electrical devices in a
single series loop increases, the electric
current in the loop decreases.

In a parallel circuit, the electrical currents
in each loop are the same as they would be
if each loop were by itself the only loop in
the circuit
PERFORMANCE SKILLS:
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Recognize that electrical energy in a circuit can transfer into thermal energy, light, sound,
and/or magnetic energy.
Trace how thermal energy can transfer from one object to another by conduction.
Explain the motion of convection in liquids and gases (example: boiling water)
Provide an example of radiation.
Explain how renewable resources can be used to generate electricity.
Create simple examples of series and parallel circuits.
Compare and contrast series and parallel circuits.
Contrast the difference between open circuits and closed circuits.
Describe electrical insulators and electrical conductors
Explain what makes a material an electrical insulator or conductor.
Classify examples as either electrical insulators or conductors.
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