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School City of Hobart |
| Research and Inquiry |
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The Nature of Science and Technology
The learner will be able to design investigations. They use computers and other technology to collect and analyze data; they explain findings and can relate how they conduct investigations to how the scientific enterprise functions as a whole. Students understand that technology has allowed humans to do many things, yet it cannot always provide solutions to our needs.
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6.1.1
The learner will be able to explain that some scientific knowledge, such as the length of the year, is very old and yet is still applicable today. Understand, however, that scientific knowledge is never exempt from review and criticism.
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6.1.2
The learner will be able to give examples of different ways scientists investigate natural phenomena and identify processes all scientists use, such as collection of relevant evidence, the use of logical reasoning, and the application of imagination in devising hypotheses* and explanations, in order to make sense of the evidence. *hypothesis: an informed guess or tentative explanation for which there is not yet much evidence.
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6.1.3
The learner will be able to recognize and explain that hypotheses are valuable, even if they turn out not to be true, if they lead to fruitful investigations.
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6.1.4
The learner will be able to give examples of employers who hire scientists, such as colleges and universities, businesses and industries, hospitals, and many government agencies.
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6.1.5
The learner will be able to identify places where scientists work including offices, classrooms, laboratories, farms, factories, and natural field settings ranging from space to the ocean floor.
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6.1.6
The learner will be able to explain that computers have become invaluable in science because they speed up and extend people's ability to collect, store, compile, and analyze data; prepare research reports; and share data and ideas with investigators all over the world.
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6.1.7
The learner will be able to explain that technology is essential to science for such purposes as access to outer space and other remote locations, sample collection and treatment, measurement, data collection and storage, computation, and communication of information.
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6.1.8
The learner will be able to describe instances showing that technology cannot always provide successful solutions for problems or fulfill every human need.
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6.1.9
The learner will be able to explain how technologies can influence all living things.
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Scientific Thinking
The learner will be able to use computers and other tools to collect information, calculate, and analyze data. They prepare tables and graphs, using these to summarize data and identify relationships.
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6.2.1
The learner will be able to find the mean* and median* of a set of data. mean: the average obtained by adding the values and dividing by the number of values *median: the value that divides a set of data, written in order of size, into two equal parts .
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6.2.2
The learner will be able to use technology, such as calculators or computer spreadsheets, in analysis of data.
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6.2.3
The learner will be able to select tools, such as cameras and tape recorders, for capturing information.
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6.2.4
The learner will be able to inspect, disassemble, and reassemble simple mechanical devices and describe what the various parts are for. Estimate what the effect of making a change in one part of a system is likely to have on the system as a whole.
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6.2.5
The learner will be able to organize information in simple tables and graphs and identify relationships they reveal. Use tables and graphs as examples of evidence for explanations when writing essays or writing about lab work, fieldwork, etc.
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6.2.6
The learner will be able to read simple tables and graphs produced by others and describe in words what they show.
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6.2.7
The learner will be able to locate information in reference books, back issues of newspapers and magazines, compact disks, and computer databases.
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6.2.8
The learner will be able to analyze and interpret a given set of findings, demonstrating that there may be more than one good way to do so.
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6.2.9
The learner will be able to compare consumer products, such as generic and brand-name products, and consider reasonable personal trade-offs among them on the basis of features, performance, durability, and costs.
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| Earth and Space Science |
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The Physical Setting
The learner will be able to collect and organize data to identify relationships between physical objects, events, and processes. They use logical reasoning to question their own ideas as new information challenges their conceptions of the natural world.
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6.3.1
The learner will be able to compare and contrast the size, composition, and surface features of the planets that comprise the solar system, as well as the objects orbiting them. Explain that the planets, except Pluto, move around the sun in nearly circular orbits.
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6.3.2
The learner will be able to observe and describe that planets change their position relative to the background of stars.
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6.3.3
The learner will be able to explain that Earth is one of several planets that orbit the sun, and that the moon, as well as many artificial satellites and debris, orbit around Earth.
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6.3.4
The learner will be able to explain that we live on a planet which appears at present to be the only body in the solar system capable of supporting life.
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6.3.5
The learner will be able to use models or drawings to explain that Earth has different seasons and weather patterns because it turns daily on an axis that is tilted relative to the plane of Earth's yearly orbit around the sun. Know that because of this, sunlight falls more intensely on different parts of Earth during the year (the accompanying greater length of days also has an effect) and the difference in heating produces seasons and weather patterns.
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6.3.6
The learner will be able to use models or drawings to explain that the phases of the moon are caused by the moon's orbit around Earth, once in about 28 days, changing what part of the moon is lighted by the sun and how much of that part can be seen from Earth, both during the day and night.
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6.3.7
The learner will be able to understand and describe the scales involved in characterizing Earth and its atmosphere. Describe that Earth is mostly rock, that three-fourths of its surface is covered by a relatively thin layer of water, and that the entire planet is surrounded by a relatively thin blanket of air.
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6.3.8
The learner will be able to explain that fresh water, limited in supply and uneven in distribution, is essential for life and also for most industrial processes. Understand that this resource can be depleted or polluted, making it unavailable or unsuitable for life.
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6.3.9
The learner will be able to illustrate that the cycling of water in and out of the atmosphere plays an important role in determining climatic patterns.
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6.3.10
The learner will be able to describe the motions of ocean waters, such as tides, and identify their causes.
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6.3.11
The learner will be able to identify and explain the effects of oceans on climate.
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6.3.12
The learner will be able to describe ways human beings protect themselves from adverse weather conditions.
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6.3.13
The learner will be able to identify, explain, and discuss some effects human activities, such as the creation of pollution, have on weather and the atmosphere.
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6.3.14
The learner will be able to give examples of some minerals that are very rare and some that exist in great quantities. Explain how recycling and the development of substitutes can reduce the rate of depletion of minerals.
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6.3.15
The learner will be able to explain that although weathered* rock is the basic component of soil, the composition and texture of soil and its fertility and resistance to erosion* are greatly influenced by plant roots and debris, bacteria, fungi, worms, insects, and other organisms. *weathering: breaking down of rocks and other materials on Earth's surface by such processes as rain or wind. *erosion: the process by which the products of weathering are moved from one place to another .
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6.3.16
The learner will be able to explain that human activities, such as reducing the amount of forest cover, increasing the amount and variety of chemicals released into the atmosphere, and farming intensively, have changed the capacity of the environment to support some life forms.
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| Physical Science |
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6.3.17
The learner will be able to recognize and describe that energy is a property of many objects and is associated with heat, light, electricity, mechanical motion, and sound. (Matter* and Energy*) *matter: anything that has mass* and takes up space *mass: a measure of how much matter is in an object *energy: what is needed to do work* *work: a force* acting over a distance to move an object *force: a push or a pull that can cause a change in the motion* of an object *motion: a change in position of an object in a certain amount of time .
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6.3.18
The learner will be able to investigate and describe that when a new material, such as concrete, is made by combining two or more materials, it has properties that are different from the original materials.
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6.3.19
The learner will be able to investigate that materials may be composed of parts that are too small to be seen without magnification.
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6.3.20
The learner will be able to investigate that equal volumes* of different substances usually have different masses as well as different densities*. *volume: a measure of the size of a three-dimensional object *density: the density of a sample is the sample's mass divided by its volume .
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6.3.21
The learner will be able to investigate, using a prism for example, that light is made up of a mixture of many different colors of light, even though the light is perceived as almost white.
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6.3.22
The learner will be able to demonstrate that vibrations in materials set up wavelike disturbances, such as sound and earthquake waves*, that spread away from the source. *wave: traveling disturbance that carries energy from one place to another.
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6.3.23
The learner will be able to explain that electrical circuits* provide a means of transferring electrical energy from sources such as generators to devices in which heat, light, sound, and chemical changes are produced. *circuit: the complete path of an electric current.
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| Life Science |
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The Living Environment
The learner will be able to recognize that plants and animals obtain energy in different ways, and they can describe some of the internal structures of organisms related to this function. They examine the similarities and differences between humans and other species*. They use microscopes to observe cells and recognize cells as the building blocks of all life. *species: a category of biological classification that is comprised of organisms sufficiently and closely related as to be potentially able to mate with one another .
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6.4.1
The learner will be able to explain that one of the most general distinctions among organisms is between green plants, which use sunlight to make their own food, and animals, which consume energy-rich foods.
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6.4.2
The learner will be able to give examples of organisms that cannot be neatly classified as either plants or animals, such as fungi and bacteria.
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6.4.3
The learner will be able to describe some of the great variety of body plans and internal structures animals and plants have that contribute to their being able to make or find food and reproduce.
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6.4.4
The learner will be able to recognize and describe that a species comprises all organisms that can mate with one another to produce fertile offspring.
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6.4.5
The learner will be able to investigate and explain that all living things are composed of cells whose details are usually visible only through a microscope.
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6.4.6
The learner will be able to distinguish the main differences between plant and animal cells, such as the presence of chlorophyll* and cell walls in plant cells and their absence in animal cells. *chlorophyll: a substance found in green plants that is needed for photosynthesis* *photosynthesis: a process by which green plants use energy from sunlight to make their own food .
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6.4.7
The learner will be able to explain that about two-thirds of the mass of a cell is accounted for by water. Understand that water gives cells many of their properties.
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6.4.8
The learner will be able to explain that in all environments, such as freshwater, marine, forest, desert, grassland, mountain, and others, organisms with similar needs may compete with one another for resources, including food, space, water, air, and shelter. In any environment, the growth and survival of organisms depend on the physical conditions.
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6.4.9
The learner will be able to recognize and explain that two types of organisms may interact in a competitive or cooperative relationship, such as producer*/consumer*, predator*/prey*, or parasite*/host*. *producer: an organism that can make its own food *consumer: an organism that feeds directly or indirectly on producers *predator: an organism that kills and eats other organisms *prey: an organism that is killed and eaten by a predator *parasite: an organism that feeds on other living organisms *host: an organism in which or on which another organism lives .
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6.4.10
The learner will be able to describe how life on Earth depends on energy from the sun.
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6.4.11
The learner will be able to describe that human beings have body systems for obtaining and providing energy, defense, reproduction, and the coordination of body functions.
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6.4.12
The learner will be able to explain that human beings have many similarities and differences and that the similarities make it possible for human beings to reproduce and to donate blood and organs to one another.
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6.4.13
The learner will be able to give examples of how human beings use technology to match or exceed many of the abilities of other species.
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| Research and Inquiry |
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The Mathematical World
The learner will be able to apply mathematics in scientific contexts. They use mathematical ideas, such as relations between operations, symbols, shapes in three dimensions, statistical relationships, and the use of logical reasoning in the representation and synthesis of data.
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6.5.1
The learner will be able to demonstrate that the operations addition and subtraction are inverses and that multiplication and division are inverses of each other.
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6.5.2
The learner will be able to evaluate the precision and usefulness of data based on measurements taken.
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6.5.3
The learner will be able to explain why shapes on a sphere* like Earth cannot be depicted on a flat surface without some distortion. *sphere: a shape best described as that of a round ball, such as a baseball, that looks the same when seen from all directions.
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6.5.4
The learner will be able to demonstrate how graphs may help to show patterns, such as trends, varying rates of change, gaps, or clusters, which can be used to make predictions.
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6.5.5
The learner will be able to explain the strengths and weaknesses of using an analogy to help describe an event, object, etc.
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6.5.6
The learner will be able to predict the frequency of the occurrence of future events based on data.
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6.5.7
The learner will be able to demonstrate how probabilities and ratios can be expressed as fractions, percentages, or odds.
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Historical Perspectives
The learner will be able to gain understanding of how the scientific enterprise operates through examples of historical events. Through the study of these events, they understand that new ideas are limited by the context in which they are conceived, are often rejected by the scientific establishment, sometimes spring from unexpected findings, and grow or transform slowly through the contributions of many different investigators.
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6.6.1
The learner will be able to understand and explain that from the earliest times until now, people have believed that even though countless different kinds of materials seem to exist in the world, most things can be made up of combinations of just a few basic kinds of things. Note that there has not always been agreement, however, on what those basic kinds of things are, such as the theory of long ago that the basic substances were earth, water, air, and fire. Understand that this theory seemed to explain many observations about the world, but as we know now, it fails to explain many others.
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6.6.2
The learner will be able to understand and describe that scientists are still working out the details of what the basic kinds of matter are on the smallest scale, and of how they combine, or can be made to combine, to make other substances.
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6.6.3
The learner will be able to understand and explain that the experimental and theoretical work done by French scientist Antoine Lavoisier in the decade between the American and French Revolutions contributed crucially to the modern science of chemistry.
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Common Themes
The learner will be able to use mental and physical models to conceptualize processes. They recognize that many systems have feedback mechanisms that limit changes.
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6.7.1
The learner will be able to describe that a system, such as the human body, is composed of subsystems.
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6.7.2
The learner will be able to use models to illustrate processes that happen too slowly, too quickly, or on too small a scale to observe directly, or are too vast to be changed deliberately, or are potentially dangerous.
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6.7.3
The learner will be able to identify examples of feedback mechanisms within systems that serve to keep changes within specified limits.
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