LPSD Wiki

06.SC - Science

06.SC.ED - Engineering Design
06.SC.ED.ETS1-1	Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.	Students who demonstrate understanding can: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
06.SC.ED.ETS1-2	Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.	Students who demonstrate understanding can: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
06.SC.ED.ETS1-3	Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.	Students who demonstrate understanding can: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
06.SC.ED.ETS1-4	Develop a model to generate data for repetitive testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.	Demonstrate an understanding of the attitudes and approaches to scientific inquiry
06.SC.ES - Earth and Space Sciences
06.SC.ES.ESS2-1	Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.	Clarification Statement: Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation, which act together to form minerals and rocks through the cycling of Earth’s materials.
06.SC.ES.ESS2-2	Construct and present an evidence-based explanation of how geoscience processes have changed Earth’s surface at varying time and spatial scales.	Clarification Statement: Emphasis is on how processes change Earth’s surface at time and spatial scales that can be large (such as slow plate motions or the uplift of large mountain ranges) or small (such as rapid landslides or microscopic geochemical reactions), and how many geoscience processes (such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events. Examples of geoscience processes include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscience processes that shape local geographic features, where appropriate. Alaskan examples should include locally significant landforms including coastal or ocean sea floor structures.
06.SC.ES.ESS2-3	Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.	Clarification Statement: Examples of data include similarities of rock and fossil types on different continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches).
06.SC.ES.ESS2-5	Demonstrate an understanding of the forces that shape Earth	Demonstrate an understanding of the forces that shape Earth
06.SC.ES.ESS2-6	Demonstrate an understanding of cycles influenced by energy from the sun and by Earth’s position and motion in our solar system	Demonstrate an understanding of cycles influenced by energy from the sun and by Earth’s position and motion in our solar system
06.SC.ES.ESS3-2	Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.	Clarification Statement: Emphasis is on how some natural hazards, such as volcanic eruptions and severe weather, are preceded by phenomena that allow for reliable predictions, but others, such as earthquakes, occur suddenly and with no notice, and thus are not yet predictable. Examples of natural hazards can be taken from interior processes (such as earthquakes and volcanic eruptions), surface processes (such as mass wasting and tsunamis), or severe weather events (such as hurricanes, tornadoes, and floods). Examples of data can include the locations, magnitudes, and frequencies of the natural hazards. Examples of technologies can be global (such as satellite systems to monitor hurricanes or forest fires) or local (such as building basements in tornado-prone regions or reservoirs to mitigate droughts). Alaskan examples should include but are not limited to tsunamis, storm surges, landslides, and earthquakes.]
06.SC.ES.ESS3-2	Demonstrate an understanding of the theories regarding the origin and evolution of the universe	Demonstrate an understanding of the theories regarding the origin and evolution of the universe
06.SC.LS - Life Sciences
06.SC.LS.LS1-1	Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.	Clarification Statement: Emphasis is on developing evidence that living things are made of cells, distinguishing between living and non- living things, and understanding that living things may be made of one cell or many and varied cells.
06.SC.LS.LS1-2	Develop and use a model to describe the function of a cell as a whole and ways the parts of cells contribute to the function.	Clarification Statement: Emphasis is on the cell functioning as a whole system and the primary role of identified parts of the cell, specifically the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall.
06.SC.LS.LS1-3	Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.	Clarification Statement: Emphasis is on the conceptual understanding that cells form tissues and tissues form organs specialized for particular body functions. Examples could include the interaction of subsystems within a system and the normal functioning of those systems.
06.SC.LS.LS4-2	Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.	Students who demonstrate understanding can: Develop a model to generate data for repetitive testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
06.SC.PS - Physical Sciences
06.SC.PS.PS1-1	Develop models to describe the atomic composition of simple molecules and extended structures.	Clarification Statement: Emphasis is on developing models of molecules that vary in complexity. Examples of simple molecules could include ammonia and methanol. Examples of extended structures could include sodium chloride or diamonds. Examples of molecular-level models could include drawings, 3D ball and stick structures, or computer representations showing different molecules with different types of atoms.
06.SC.PS.PS1-2	Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.	Clarification Statement: Examples of reactions could include burning sugar or steel wool, fat reacting with sodium hydroxide, and mixing zinc with hydrogen chloride.
06.SC.PS.PS1-4	Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.	Clarification Statement: Emphasis is on qualitative molecular-level models of solids, liquids, and gases to show that adding or removing thermal energy increases or decreases kinetic energy of the particles until a change of state occurs. Examples of models could include drawing and diagrams. Examples of particles could include molecules or inert atoms. Examples of pure substances could include water, carbon dioxide, and helium.
06.SC.PS.PS3-1	Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.	Clarification Statement: Emphasis is on descriptive relationships between kinetic energy and mass separately from kinetic energy and speed. Examples could include riding a bicycle at different speeds, rolling different sizes of rocks downhill, and getting hit by a whiffle ball versus a tennis ball.
06.SC.PS.PS3-2	Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.	Clarification Statement: Emphasis is on relative amounts of potential energy, not on calculations of potential energy. Examples of objects within systems interacting at varying distances could include: the Earth and either a roller coaster cart at varying positions on a hill or objects at varying heights on shelves, changing the direction/orientation of a magnet, and a balloon with static electrical charge being brought closer to a classmate’s hair. Examples of models could include representations, diagrams, pictures, and written descriptions of systems.
06.SC.PS.PS3-3	Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.	Clarification Statement: Examples of devices could include an insulated box, a solar cooker, a Styrofoam cup, or traditional seasonal clothing or dwellings.
06.SC.PS.PS3-4	Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample.	Clarification Statement: Examples of experiments could include comparing final water temperatures after different masses of ice melted in the same volume of water with the same initial temperature, the temperature change of samples of different materials with the same mass as they cool or heat in the environment, or the same material with different masses when a specific amount of energy is added.
06.SC.PS.PS3-5	Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.	Clarification Statement: Examples of empirical evidence used in arguments could include an inventory or other representation of the energy before and after the transfer in the form of temperature changes or motion of object.