6.S.1A: The practices of science and engineering support the development of science concepts, develop the habits of mind that are necessary for scientific thinking, and allow students to engage in science in ways that are similar to those used by scientists and engineers.
6.S.1A.1: Ask questions to
6.S.1A.1.1: generate hypotheses for scientific investigations,
6.S.1A.1.3: extend the results of investigations or challenge claims.
6.S.1A.2: Develop, use, and refine models to
6.S.1A.2.3: communicate ideas to others.
6.S.1A.3: Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations:
6.S.1A.3.1: formulate scientific questions and testable hypotheses,
6.S.1A.3.2: identify materials, procedures, and variables,
6.S.1A.3.3: select and use appropriate tools or instruments to collect qualitative and quantitative data, and
6.S.1A.3.4: record and represent data in an appropriate form. Use appropriate safety procedures.
6.S.1A.4: Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to
6.S.1A.4.1: reveal patterns and construct meaning or
6.S.1A.4.2: support hypotheses, explanations, claims, or designs.
6.S.1A.5: Use mathematical and computational thinking to
6.S.1A.5.3: express relationships between variables for models and investigations, or
6.S.1A.6: Construct explanations of phenomena using
6.S.1A.6.2: conclusions from scientific investigations,
6.S.1A.6.4: data communicated in graphs, tables, or diagrams.
6.S.1A.8: Obtain and evaluate scientific information to
6.S.1A.8.4: evaluate hypotheses, explanations, claims, or designs or
6.S.1A.8.A: Communicate using the conventions and expectations of scientific writing or oral presentations by
6.S.1A.8.A.2: reporting the results of student experimental investigations.
6.S.1B: Technology is any modification to the natural world created to fulfill the wants and needs of humans. The engineering design process involves a series of iterative steps used to solve a problem and often leads to the development of a new or improved technology.
6.S.1B.1: Construct devices or design solutions using scientific knowledge to solve specific problems or needs:
6.S.1B.1.1: ask questions to identify problems or needs,
6.E.2A: EarthÂ?s atmosphere, an envelope of gases that surround the planet, makes conditions on Earth suitable for living things and influences weather. Water is always moving between the atmosphere (troposphere) and the surface of Earth as a result of the force of gravity and energy from the Sun. The Sun is the driving energy source for heating Earth and for the circulation of EarthÂ?s atmosphere.
6.E.2A.3: Construct explanations of the processes involved in the cycling of water through EarthÂ?s systems (including transpiration, evaporation, condensation and crystallization, precipitation, and downhill flow of water on land).
6.E.2B: The complex patterns of changes and movement of water in the atmosphere determined by winds, landforms, ocean temperatures and currents, and convection are major determinants of local weather patterns and climate. Technology has enhanced our ability to measure and predict weather patterns.
6.E.2B.1: Analyze and interpret data from weather conditions (including wind speed and direction, air temperature, humidity, cloud types, and air pressure), weather maps, satellites, and radar to predict local weather patterns and conditions.
6.E.2B.2: Develop and use models to explain how relationships between the movement and interactions of air masses, high and low pressure systems, and frontal boundaries result in weather conditions and storms (including thunderstorms, hurricanes and tornadoes).
6.E.2B.3: Develop and use models to represent how solar energy and convection impact EarthÂ?s weather patterns and climate conditions (including global winds, the jet stream, and ocean currents).
6.P.3A: Energy manifests itself in multiple forms, such as mechanical (kinetic energy and potential energy), electrical, chemical, radiant (solar), and thermal energy. According to the principle of conservation of energy, energy cannot be created nor destroyed, but it can be transferred from one place to another and transformed between systems.
6.P.3A.1: Analyze and interpret data to describe the properties and compare sources of different forms of energy (including mechanical, electrical, chemical, radiant, and thermal).
6.P.3A.2: Develop and use models to exemplify the conservation of energy as it is transformed from kinetic to potential (gravitational and elastic) and vice versa.
6.P.3A.3: Construct explanations for how energy is conserved as it is transferred and transformed in electrical circuits.
6.P.3A.5: Develop and use models to describe and compare the directional transfer of heat through convection, radiation, and conduction.
6.P.3A.6: Design and test devices that minimize or maximize heat transfer by conduction, convection, or radiation.
6.L.4A: Life is the quality that differentiates living things (organisms) from nonliving objects or those that were once living. All organisms are made up of cells, need food and water, a way to dispose of waste, and an environment in which they can live. Because of the diversity of life on Earth, scientists have developed a way to organize groups of organisms according to their characteristic traits, making it easier to identify and study them.
6.L.4A.1: Obtain and communicate information to support claims that living organisms
6.L.4A.1.1: obtain and use resources for energy,
6.L.4A.1.2: respond to stimuli,
6.L.4A.1.3: reproduce, and
6.L.5B: The Plant Kingdom consists of organisms that primarily make their own food (autotrophs) and are commonly classified based on internal structures that function in the transport of food and water. Plants have structural and behavioral adaptations that increase the chances of reproduction and survival in changing environments.
6.L.5B.2: Analyze and interpret data to explain how the processes of photosynthesis, respiration, and transpiration work together to meet the needs of plants.
Correlation last revised: 8/4/2014