• The following standards will be used throughout all units in both grade levels:

    Science and Engineering Practices

    • Asking Questions and Defining Problems
    • Developing and Using Models
    • Planning and Carrying Out Investigations
    • Analyzing and Interpreting Data
    • Using Mathematics and Computational Thinking 
    • Constructing Explanations and Designing Solutions
    • Engaging in Argument from Evidence
    • Obtaining, Evaluating, and Communicating Information 

     

  • SIXTH GRADE CURRICULUM

     

     

    Introduction to Science

    Essential Questions:

    • Why is it necessary to understand and follow correct safety and equipment procedures?  
    • How is scientific knowledge generated and validated?
    • How do engineers solve problems?
    • What equipment should be used to promote safety in the lab?
    • What actions should be taken to ensure safety in the lab?
    • Are there consequences when safety procedures are not followed?
    • Can there be consequences when equipment is not used appropriately?
    • How can we communicate scientific findings in a way that is universally understood?
    • Why do scientists gather, classify, sequence and interpret informational and visual data in order to recognize how organisms, places and events shape our world?
    • What safety practices from the lab can be used at home?
    • What types of safety equipment could be used outside of the laboratory?
    • How does scientific inquiry relate to problem solving in our everyday life?

     

     

    Unit 1: Earth's Place in the Universe 

    MS-ESS1-1. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.

    MS-ESS1-2. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.

    MS-ESS1-3. Analyze and interpret data to determine scale properties of objects in the solar system.

    MS-PS2-4. Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.

     

    Unit 2: System of Plate Tectonics

    MS-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.

     

    Unit 3: Rock Cycle

     

    Unit 4: Natural Resources 

    MS-ESS3-1. Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes.

    MS-PS1-3. Gather and make sense of information to describe that synthetic materials come from natural resource and impact society.

     

     

    Unit 5: Water on Earth's Surface

    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.

    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.

    MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.

     

     

     

    Unit 6: Weather

    MS-ESS2-5. Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.

     

     

     

    Unit 7: Matter

    MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures.

    MS-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.

    MS-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.

    MS-PS1-5. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.

    MS-PS1-6. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.

     

     

    Unit 8: Energy

    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.

    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.

    MS-PS3-3. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.

    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.

    MS-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 an object.

      

    Unit 9: Motion and Stability Forces and Interactions

    MS-PS2-1. Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.

    MS-PS2-2. Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.

    MS-PS2-3 Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.

    MS-PS2-5. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.

     

     

     

     

  • SEVENTH GRADE CURRICULUM

      

    Unit: Viruses

     

    Unit: Experimental Design

     

    The following standards are covered in the following units:
    LS1.A: Structure and Function
    LS1.B: Growth and Development of Organisms
    LS1.C: Organization for Matter and Energy Flow in Organisms
    LS1.D: Information Processing

    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.

    MS-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

    MS-LS1-3: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

    MS-LS1-5: Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.


    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.

    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.

     

    From Molecules to Organisms:

    • Unit: Characteristics of Life
    • Unit: Cell Structure
    • Unit: Cell Transport
    • Unit: Body Systems

     

    Unit: Heredity

    • 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.
    • MS-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.
    • 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.

     

    Unit: Plants: Seeds and Flowers, Photosynthesis

    • 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.
    • 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. 

     

    Unit: Ecosystems

    • MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem

     

    Unit: Energy Flow

    • MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
    • MS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
    • MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
    • MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services

     

    Unit: Evolution and Biodiversity

    • MS-LS4-1. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.
    • MS-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.
    • MS-LS4-3. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy.
    • MS-LS4-4. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.
    • MS-LS4-5. Gather and synthesize information about technologies that have changed the way humans influence the inheritance of desired traits in organisms.