Next Gen SAS (Short and Simple)

Sixth Grade

 

Biology-  All living things are made of cells (MS-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.

 

Biology-  Cell organelles (MS-LS1-2). Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function  

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Biology-  Body systems (MS-LS1-3). Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. (circulatory, excretory, digestive, respiratory, muscular, and nervous systems)

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Biology-  Sensory Receptors (MS-LS1-8). Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

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Biology-  Plant reproduction (MS-LS1-4.). Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.  

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Biology-  Heredity (MS-LS1-5). Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.  Describe specialized plant structures. 

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Biology-  The energy cycle and carbon cycle (MS-LS1-6). Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.  

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Biology-  We are what you eat (MS-LS1-7). Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. 

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Biology-  Gene Mutations (MMS-LS3-1). Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. 

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Biology-  Asexual Reproduction (MS-LS3-2). Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.

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Earth Science-  Hydrologic Cycle (MS-ESS2-4). Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the hydrologic cycle.   Examples of models can be conceptual or physical.] [Assessment Boundary: A quantitative understanding of the latent heats of vaporization and fusion is not assessed.

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Earth's Systems (MS-ESS2-6.). Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. [Clarification Statement: Emphasis is on how patterns vary   by latitude, altitude, and geographic land distribution. Emphasis of atmospheric circulation is on the sunlight-driven latitudinal banding, the Coriolis effect, and resulting prevailing winds; emphasis of ocean circulation is on the transfer of heat by the global ocean convection cycle, which is constrained by the Coriolis effect.] 

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Energy and Motion-  Kinetic energy related to mass (MS-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. Emphasis is on kinetic energy and mass separately  from kinetic energy and speed.  Examples can include riding a bike at different speeds, rolling different sized rocks downhill and getting hit by a wiffel ball vs a tennis ball.

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Energy and Motion-  Potential energy (MS-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 

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Energy and Motion-  Kinetic energy transfer(MS-PS3-5 ). Construct, use, and present arguments to support the claim that when the motion energy of an object changes, energy is transferred to or from the object. 

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Heat Transfer-  Design insulators and conductors (MS-PS3-2 ). 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, and a Styrofoam cup.]

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Heat Transfer-  Thermal inertia (MS-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.]

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