Skill Number

Sixth Grade Science Benchmarks New Scientific and Personal Knowledge

New Scientific and Personal Knowledge  

On-line Resources and Integration Ideas

I.1

All students will ask questions that help them learn about the world; design and conduct investigations using appropriate methods and technology; and reconstruct previously learned knowledge.

Nye Labs On-line http://nyelabs.kcts.org

See “Growing Plants Unit” from http://commtechlab.msu.edu/sites/letsnet/

1.1

Generate scientific questions about the world based on observation.

The Why Files http://whyfiles.news.wisc.edu

Science Made Simple http://www.sciencemadesimple.com  

The Scientific Process http://darwin.bio.geneseo.edu/~gregg/Scientific%20Method.htm

Scientific Method  http://www.kapili.com/biology4kids/study/method.html

Example for using Technology: Type scientific questions in MSWord.

1.1

Design and conduct simple investigations.  Scientific Method – test, fair test, hypothesis, data, conclusion. Forms for recording and reporting data – tables, graphs, journals.

See “Measuring Temperature and Heat Loss” from http://www.discoverlearning.com/classroom/daybook/search_for_daybook.cfm

Heat Loss  http://www.flasolar.com/heat_loss.htm#Heat Losses

Making a Graph http://powayusd.sdcoe.k12.ca.us/pusdmvms/7-8Science/curricul/birdphys/Lectures/Makingagraph.htm

Using Excel to Graph Data  http://newton.clayton.edu/fisher/creategraphs.html

See “Keep it Cold” from http://www.teachers-connect.net/TNT/mlp0022.htm

1.1

Investigate toys/simple appliances and explain how they work, using instructions and appropriate safety precautions.  Documentation for toys and appliances – diagrams, written instructions.  (Situations requiring assembly, use or repair of toys, radios, or simple appliances.)

How Stuff Works http://www.howstuffworks.com

How Things Work http://howthingswork.virginia.edu  

How Stuff Works http://www.howstuffworks.com

Step by Step Instructions on How to do almost anything http://www.ehow.com/Center/Center/1,1005,3,FF.html

Example for using Technology:Build machines using the equipment in the library.

1.1

Use measurement devices to provide consistency in an investigation.  Documentation – laboratory instructions.  Measurement Units and Measurement Tools. (Cooking for groups of various sizes; following or altering laboratory instructions for mixing chemicals.)

Example for using Technology: Use MSWord to document findings.

1.1

Use sources of information to help solve problems.  Tools – Forms for presenting scientific information, such as figures, tables, graphs. (Libraries, projects where research is needed.)

The Mad Scientist Network http://www.madsci.org

Yukiest Site on the Internet http://www.yucky.com

Example for using Technology: Present scientific information using a form of multimedia.

1.1

Write and follow procedures in the form of step-by-step instructions, recipes, formulas, flow diagram, and sketches. Purpose, procedure, observation, conclusion. (Following a recipe, listing or creating the directions for completing a task.)

Example for using Technology: Use MSWord to type instructions including a purpose, procedure, observation, and conclusion.

See “Make Your Own Kite” from http://www.searsportrait.com/family_fun/loads_of_fun/kite/kite_instructions.html

Skill Number

Sixth Grade Science Benchmarks Reflecting on Scientific Knowledge

Reflecting on Scientific Knowledge  

On-line Resources and Integration Ideas

II.1

All students will analyze claims for their scientific merit and explain how scientists decide what constitutes scientific knowledge; how science is related to other ways of knowing; how science technology affect our society; and how people of diverse cultures have contributed to and influenced developments in science.

The Greatest Inventors & Inventions http://tqjunior.thinkquest.org/5847/

Inventors Museum http://www.inventorsmuseum.com/museum_map.htm

2.1

Evaluate the strengths and weaknesses of claims, arguments or data.  Aspects of arguments such as data, evidence, sampling, alternate explanation, conclusions.

Human Cloning Plans http://www.npr.org/news/health/980106.cloning.html

2.1

Describe limitations in personal knowledge.  Recognizing degrees of confidence in ideas or knowledge from different sources.

Example for using Technology: Have students brainstorm their thoughts on this and type them in MSWord.

2.1

Show how common themes of science, mathematics, and technology apply in real-world contexts.  Systems – subsystems, feedback models, math constancy, scale, conservation, structure, function, adaptation.

Example for using Technology: Students can research and report on this topic.

2.1

Recognize the contributions made in science by cultures and individuals of diverse backgrounds.

Technology Timeline 1752-1990 http://www.pbs.org/wgbh/amex/telephone/timeline/timeline_text.html

Great African American Inventors & Engineers http://www.uwm.edu/StudentOrg/NSBE/bie.html

See “Science and Technology Timeline” from http://ericir.syr.edu/Virtual/Lessons/Science/Technology/TCH0003.html

2.1

Describe the advantages and risks of new technology. Risk, benefit, side effect, advantage, disadvantage. (Technological systems for manufacturing, transportation, energy distribution, housing.)

America's Past with Technology http://www.pbs.org/wgbh/amex/technology/

Skill Number

Sixth Grade Science Benchmarks Life Science

Life Science  

On-line Resources and Integration Ideas

III.2

All students will use classification systems to describe groups of living things; compare and contrast differences in the life cycles of living things; investigate and explain how living things obtain and use energy; and analyze how parts of living things are adapted to carry out specific functions.

National Wildlife Federation http://www.nwf.org/kids  

National Geographic http://www.nationalgeographic.com

The Nature Center: Antboy's Bugworld http://www.heatersworld.com/bugworld

eNature (by National Audobon Society)  http://www.enature.com

Animal Network http://www.animalnetwork.com  

Endangered Species (by Mrs. Van Alst) http://www.kn.pacbell.com/wired/fil/pages/listendangermr32.html

3.2

Compare and classify organisms into major groups on the basis of their structure.  Based on Biomes studies in Social Studies.  Characteristics used for classification.  (Representative organisms)

See “Plants, Biomes, and Environment” from http://www.coweta.k12.ga.us/lessons/Sci7.html

III.5

All students will explain how parts of an ecosystem are related and how they interact; explain how energy is distributed to living things in an ecosystem; investigate and explain how communities of living things change over a period of time; describe how materials cycle through an ecosystem and get reused in the environment; and analyze how humans and the environment interact.

Planet Pals Earthzone http://www.planetpals.com

Ecology http://www.kapili.com/biology4kids/eco/index.html

3.5

Describe common patterns of relationships among populations. Participants and relationships – predator, prey parasitism, competition, symbiosis.  (Examples of predator – prey, symbiotic, and parasitic relationships.)

Symbiotic Relationships http://www.cals.ncsu.edu/course/ent591k/symbiosis.html

3.5

Predict the effects of changes in one population in a food web on other populations.  Natural balance, population, dependence, survival.

A to Z of Food Chains & Webs - (Online quiz)  http://edu.leeds.ac.uk/~edu/technology/epb97/forest/azfoodcw.htm

3.5

Describe how all organisms in an ecosystem in an ecosystem acquire energy directly or indirectly from the sun.  Sunlight, plants, food, photosynthesis. (Selected food chains.)

U.S. Department of Energy Solar Now Project http://www.eren.doe.gov/solarnow/activ_2.htm

Energy Efficiency & Renewable Energy Network http://www.eren.doe.gov

3.5

Describe the likely succession of a given ecosystem over time.  Succession, stages, climax, community (Process of gradual change in ecological systems.)

The Evergreen Project http://mbgnet.mobot.org/sets/temp/index.htm

3.5

Describe the ways in which humans alter the environment.  Agriculture, land use, resource development, resource use, solid waste, toxic waste. (Human activities, such as farming, pollution from manufacturing and other sources, hunting, habitat destruction, land development.)

Mission : Possible http://www.cs.tcd.ie/spinaweb/99_finalists/2ndplace/index.html

Recycling World http://www.edf.org/pubs/brochures/RecyclingWorld/

3.5

Identify some common materials that cycle through the environment.  Carbon cycle and water cycle.

Water Science for Schools http://ga.water.usgs.gov/edu/index.html

See “The Water Cycle” from http://www.acnatsci.org/education/skytosea/hydologic.html

3.5

Explain how humans use and benefit from plant and animal materials.  Materials from plants – woos, paper, cotton, rubber. (Human-made products that incorporate plant and animal materials.)

Paper Recycling http://www.tappi.org/paperu/

Space Station (exploration) http://www.pbs.org/spacestation/

Skill Number

Sixth Grade Science Benchmarks Physical Science

Physical Science  

On-line Resources and Integration Ideas

IV

All students will measure and describe the things around us; explain what the world around us is made of. 

The Evolution of Time Management http://physics.nist.gov/GenInt/Time/time.html

Aztec Calendar http://www.azteccalendar.com/

Kids Almanac (Measuring) http://www.yahooligans.com/content/ka/almanac/measure/

4.1

Describe when length, mass, weight, area, or volume are appropriate to describe the size of an object or the amount of a substance.  Length, mass, weight, area, or volume.  Array of measuring devices, metric ruler, graduated cylinders, balances, spring scale. (Common objects)

Fahrenheit & Celsius Temperature Scales http://www.athena.ivv.nasa.gov/curric/weather/fahrcels.html

4.1

Measure physical properties of objects or substances.  Units of Measure – kilogram, gram, liter, degrees Fahrenheit, degrees Celsius Measurement Tools – balances, spring scales, measuring cups, graduated cylinders, thermometers, metric rulers

Dave's Math Tables : Weights & Measures http://www.sisweb.com/math/general/measures.htm

World Wide Metric Conversion Calculator http://www.worldwidemetric.com/metcal.htm

Your Weight in Other Worlds http://www.exploratorium.edu/ronh/weight

IV.3

All students will describe how things around us move and explain why things move as they do; demonstrate and explain how we control the motion of objects; and relate motion to energy and energy conversions.

See “Energy and Its Transformations: Alternative  Energy Sources” from http://www.coweta.k12.ga.us/lessons/Sci10.html

4.4

Design strategies for moving objects by application of forces, including the use of simple machines.  Types of Simple Machines – levers, pulley, screw, inclined plane, wedge, wheel, and axle.  (Objects being moved by using simple machines such as wagons on inclined planes, heavy objects moved by levers, seesaws, cutting with knives or axes.

Simple Machines http://library.thinkquest.org/J002079F/sub3.htm

The Franklin Institute - Online Simple Machines http://sln.fi.edu/qa97/spotlight3/spotlight3.html

Skill Number

Sixth Grade Science Benchmarks Earth Science - Geosphere

Earth Science - Geosphere  

On-line Resources and Integration Ideas

V.1

All students will describe the earth’s surface; describe and explain how the earth’s features change over time; and analyze effects of technology on the earth’s surface and resources.

Our Restless Earth http://tqjunior.advanced.org/4327

National Earthquake Information Center - U.S. Geological Survey's Earthquake Bulletin Website http://geology.usgs.gov/quake.shtml

5.1

Describe and identify surface features using maps.  Types of Maps – relief, topographical, elevation. Landforms – plains, deserts, plateaus, basins, Great Lakes, rivers, mountains, mountain ranges, or mountain chains.  (Maps showing regional surface features.  –based on Social Studies Biomes)

Working with Maps http://www.usgs.gov/education/teacher/what-do-maps-show/index.html#intro

3D Atlas On-line http://www.3datlas.com

5.1

Explain how rocks and minerals are formed.  Processes of forming rocks – rock cycle  (Physical environment where rocks are being formed – volcanoes and deposition.)

See “Rocks and Mineral Investigation” from http://www.coweta.k12.ga.us/lessons/Sci25.html

The Minerals & Gemstone Kingdom http://www.minerals.net

Volcano World http://volcano.und.nodak.edu

5.1

Explain how technology changes the surface of the Earth.  Types of Human Activity – mining, construction, urban development, restoring marshlands, reclaiming spoiled lands.  (Negative consequences of human activity seen on a local basis.)

The California Gold Country (The Gold Rush) http://www.malakoff.com/goldcountry/index.htm

Douglas Henderson's Earth History Illustrations http://gallery.in-tch.com/~earthhistory

Example for using Technology: Have students research how technology changes our society and report back to the class using a PowerPoint Presentation.

Skill Number

Sixth Grade Science Benchmarks Earth Science - Hydrosphere

Earth Science - Hydrosphere

On-line Resources and Integration Ideas

V.2

All students will demonstrate where water is found on earth; describe the characteristics of water and how water moves; and analyze the interaction of human activities with the Hydrosphere.

Water Science for Kids http://ga.water.usgs.gov/edu

5.2

Describe various forms water takes on the earth’s surface and the conditions under which they exist.  Liquid Water Forms – lakes, rivers, oceans, etc. Frozen Water Forms – Continental glacier, valley glacier, snow on mountains, polar ice caps. Gaseous Water in Atmosphere

Glaciers Affect our Global System http://www.glacier.rice.edu

5.2

Describe how rain water in Michigan reaches the oceans.  Water path and ocean composition.  Temperature and thermal layering.

The Many Adventures of Drippy the Raindrop http://www.kimballmedia.com/drippy/

5.2

Describe the origins of pollution in the hydrosphere.  Sources of Pollution – sewage, house-hold dumping, industrial waste.

Preserving & Protecting Clean Air for America http://www.epa.gov/oar

Project Environment - Kids in Action http://tqjunior.thinkquest.org/6076

V.3

All students will investigate and describe what makes up weather and how it changes from day to day, from season to season, and over long periods of time; explain what causes different kinds of weather; and analyze the relationships between human activities and the atmosphere.

U.S. Temperature Map - The Weather Underground, Inc. http://www.wunderground.com

A to Z Weather Topics from USA Today http://www.usatoday.com/weather/windex.htm

Today's Weather Headlines http://www.accuweather.com

See “Learning About Weather with Telecommunications” from http://ericir.syr.edu/Virtual/Lessons/Science/Earth/EAR0012.html

See “Weather – Compare Two Cities” & “Measuring the Temperature of the Atmosphere” from http://www.discoverlearning.com/classroom/daybook/search_for_daybook.cfm

5.3

Describe health effects of polluted air.  Effects – breathing difficulties, irritated eyes.  Sources – car exhaust, industrial emissions. 

The Lung Association http://www.sk.lung.ca/education/student/student.html

Skill Number

Sixth Grade Science Benchmarks Earth Science – Space

Earth Science – Space  

On-line Resources and Integration Ideas

V.4

All students will compare and contrast our planet and sun to other planets and star systems; describe and explain how objects in the solar system move; explain scientific theories as to the origin of the solar system; and explain how we learn about the universe.

NASA's StarChild - The Learning Center for Young Astronomers http://starchild.gsfc.nasa.gov/docs/StarChild/StarChild.html

Earth & Moon Viewer - Astronomy  & Space Images http://www.foumilab.ch/earthview/vplanet.html

NASA's Homepage http://www.nasa.gov

NASA Spacelink http://spacelink.msfc.nasa.gov

Live from Mars http://quest.arc.nasa.gov/mars

Amazing Space http://oposite.stsci.edu/pubinfo/amazing_space.html

Solar System Extrema - Nine Planets http://www.seds.org/nineplanets/nineplanets/datamax.html  

Amazing Space Web-based Activities http://amazing_space.stsci.edu

Introduction to Windows to the Universe http://www.windows.umich.edu

See “Our Solar System” from http://ericir.syr.edu/Virtual/Lessons/Science/Space/SPA0017.html