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Bacteria and Viruses Seventh Grade Science
Climate Seventh Grade Science
How Does the Earth's Surface Change? Third Grade Science
Weather Third Grade Science
Food webs/food chains Fourth Grade Science
The 6-Kingdoms of life Fifth Grade Science

Kentucky Standards for Sixth Grade Science

KY.AE. Academic Expectation

AE.1. Students are able to use basic communication and mathematics skills for purposes and situations they will encounter throughout their lives.

1.10. Students organize information through development and use of classification rules and systems.
1.11. Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.
1.13. Students make sense of ideas and communicate ideas with the visual arts.
1.16. Students use computers and other kinds of technology to collect, organize, and communicate information and ideas.
1.3. Students make sense of the various things they observe.
1.4. Students make sense of the various messages to which they listen.
1.5-1.9. Students use mathematical ideas and procedures to communicate, reason, and solve problems.

AE.2. Students shall develop their abilities to apply core concepts and principles from mathematics, the sciences, the arts, the humanities, social studies, practical living studies, and vocational studies to what they will encounter throughout their lives.

2.1. Science: Students understand scientific ways of thinking and working and use those methods to solve real-life problems.
2.2. Science: Students identify, analyze, and use patterns such as cycles and trends to understand past and present events and predict possible future events.
2.3. Science: Students identify and analyze systems and the ways their components work together or affect each other.
2.4. Science: Students use the concept of scale and scientific models to explain the organization and functioning of living and nonliving things and predict other characteristics that might be observed.
2.5. Science: Students understand that under certain conditions nature tends to remain the same or move toward a balance.
2.6. Science: Students understand how living and nonliving things change over time and the factors that influence the changes.

KY.CC. Core Content for Assessment v.4.1

SC-06-1.1. Structure and Transformation of Matter: During the middle years, physical and chemical changes in matter are observed, and students begin to relate these changes to the smaller constituents of matter - namely, atoms and molecules.

SC-06-1.1.2. Physical Science: Students will identify and describe evidence of chemical and physical changes in matter.

SC-06-1.2. Motion and Forces: At the middle level, qualitative descriptions of the relationship between forces and motion will provide the foundation for quantitative applications of Newton's Laws.

SC-06-1.2.1. Physical Science: Students will describe friction and make inferences about its effects on the motion of an object.

SC-06-2.3. The Earth and the Universe: The Earth system is in a constant state of change. These changes affect life on earth in many ways. At the middle level, students investigate how these changes occur.

SC-06-2.3.1. Earth/Space Science: Students will explain and predict phenomena (e.g., day, year, moon phases, eclipses) based on models/representations or data related to the motion of objects in the solar system (e.g., earth, sun, moon).
SC-06-2.3.2. Earth/Space Science: Students will explain cause and effect relationships in the Rock cycle.
SC-06-2.3.3. Earth/Space Science: Students will compare constructive and destructive forces on Earth in order to make predictions about the nature of landforms.

SC-06-3.4. Unity and Diversity: In middle school, students begin to compare, contrast and classify the microscopic features of organisms - the cells, as well as investigate reproduction as the essential process to the continuation of all species. Expected patterns of genetic traits are predicted. Distinctions are made between learned behaviors and inherited traits.

SC-06-3.4.1. Biological Science: Students will describe the relationship between cells, tissues, and organs in order to explain their function in multicellular organisms.
SC-06-3.4.2. Biological Science: Students will make inferences about the factors influencing behavior based on data/evidence of various organism's behaviors.

SC-06-3.5. Biological Change: At the middle school level, students study relationships among populations and ecosystems that contribute to the success or demise of a specific population or species. Students construct basic explanations that can account for the great diversity among organisms.

SC-06-3.5.2. Biological Science: Students will understand that regulation of an organism's internal environment involves sensing the internal environment and changing physiological activities to keep conditions within the range required to survive. Maintaining a stable internal environment is essential for an organism's survival.

SC-06-4.6. Energy Transformations: Energy transformations are inherent in almost every system in the universe - from tangible examples at the elementary level, such as heat production in simple earth and physical systems to more abstract ideas beginning at middle school, such as those transformations involved in the growth, dying and decay of living systems. The use of models to illustrate the often invisible and abstract notions of energy transfer will aid in conceptualization, especially as students move from the macroscopic level of observation and evidence (primarily elementary school) to the microscopic interactions at the atomic level (middle and high school levels).

SC-06-4.6.1. Unifying Concepts: Students will describe or explain the cause and effect relationships between oceans and climate.
SC-06-4.6.2. Unifying Concepts: Students will describe the effect of the Suns' energy on the Earth system; the connection/relationship between the Sun's energy and seasons.
SC-06-4.6.3. Unifying Concepts: Students will understand that, on its own, heat travels only from higher temperature object/region to lower temperature object or region. Heat will continue to flow in this manner until the objects reach the same temperature. For example, a cup of hot water will continue to cool down until it comes to the same temperature as the surrounding area. Usually when heat is transferred to or from an object, the temperature changes. The temperature increases if heat is added and the temperature decreases if the heat is removed.

SC-06-4.7. Interdependence: In middle school, students should be guided from specific examples of the interdependency of organisms to a more systematic view of the interactions that take place among organisms and their surroundings.

SC-06-4.7.1. Unifying Concepts: Students will describe the consequences of change in one or more abiotic factors on a population within an ecosystem.

KY.CC.6-8.RST. Reading Standards for Literacy in Science and Technical Subjects

Craft and Structure

6-8.RST.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.

Integration of Knowledge and Ideas

6-8.RST.7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
6-8.RST.9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

KY.CC.6-8.WHST. Writing Standards for Literacy in Science and Technical Subjects

Research to Build and Present Knowledge

6-8.WHST.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

Text Types and Purposes

6-8.WHST.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
6-8.WHST.2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
6-8.WHST.2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

KY.CC.CCRA-W. College and Career Readiness Anchor Standards for Writing

Research to Build and Present Knowledge

CCRA-W.7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Text Types and Purposes

CCRA-W.2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

KY.PS. Program of Studies 2006

SC-6-BC. Big Idea: Biological Change (Biological Science) - The only thing certain is that everything changes. At the middle school level, students study relationships among populations and ecosystems that contribute to the success or demise of a specific population or species. Students construct basic explanations that can account for the great diversity among organisms. (Academic Expectations 2.1, 2.2, 2.5, 2.6)

SC-6-BC-S-2. Program of Studies: Skills and Concepts - Students will explain how various organisms sense (e.g. hunger, fatigue, temperature awareness) and control their internal environments (e.g. fat metabolism, adrenaline release, perspiration) and how this contributes to their survival
SC-6-BC-S-4. Program of Studies: Skills and Concepts - Students will explain how the basic ideas of scientific investigation remain the same regardless of the field of study
SC-6-BC-S-5. Program of Studies: Skills and Concepts - Students will generate questions about the diversity of species, then collect information from a variety of sources to formulate explanations supported by scientific evidence
SC-6-BC-U-1. Program of Studies: Understandings - Students will understand that small differences between parents and offspring result in future generations that are very different from their ancestors.
SC-6-BC-U-2. Program of Studies: Understandings - Students will understand that sensing and controlling internal processes in response to the external environment are essential for an organism's survival, regardless of how simple or complex it is.
SC-6-BC-U-3. Program of Studies: Understandings - Students will understand that scientists vary widely in what they study and how they do their work. While there is no fixed set of steps they follow, the basic process of science involves collecting relevant evidence, logical reasoning and the use of imaginative thinking in constructing explanations for what they observe.

SC-6-ET. Big Idea: Energy Transformations (Unifying Concepts) - Energy transformations are inherent in almost every system in the universe - from tangible examples at the elementary level, such as heat production in simple Earth and physical systems to more abstract ideas beginning at middle school, such as those transformations involved in the growth, dying and decay of living systems. The use of models to illustrate the often invisible and abstract notions of energy transfer will aid in conceptualization, especially as students move from the macroscopic level of observation and evidence (primarily elementary school) to the microscopic interactions at the atomic level (middle and high school levels). (Academic Expectations 2.1, 2.2, 2.3, 2.4)

SC-6-ET-S-1. Program of Studies: Skills and Concepts - Students will model and explain why some locations on Earth have seasons
SC-6-ET-S-2. Program of Studies: Skills and Concepts - Students will identify Earth processes influenced by energy from the sun (e.g. water cycle, nitrogen cycle, photosynthesis) and describe the sun's role in those processes
SC-6-ET-S-3. Program of Studies: Skills and Concepts - Students will explain the cause and effect relationships between oceans and climate and describe the predictable patterns that result
SC-6-ET-S-4. Program of Studies: Skills and Concepts - Students will describe the role of photosynthesis in energy storage within plants
SC-6-ET-S-5. Program of Studies: Skills and Concepts - Students will experimentally investigate the relationship between temperature and heat transfer in closed systems
SC-6-ET-U-1. Program of Studies: Understandings - Students will understand that oceans have a major effect on climate, because water in the oceans holds a large amount of heat.
SC-6-ET-U-2. Program of Studies: Understandings - Students will understand that several Earth systems and processes occur primarily because of the constant influx of solar energy.
SC-6-ET-U-3. Program of Studies: Understandings - Students will understand that seasons are a result of the interaction of the tilt of the Earth's axis relative to its orbital path.
SC-6-ET-U-4. Program of Studies: Understandings - Students will understand that energy, in the form of sunlight, is transformed by a chemical reaction in plant cells (photosynthesis) to form essential nutrients for the plant to live and grow.
SC-6-ET-U-5. Program of Studies: Understandings - Students will understand that inside a closed system, the temperature increases or decreases as heat energy is added or removed.

SC-6-EU. Big Idea: The Earth and the Universe (Earth/Space Science) - The Earth system is in a constant state of change. These changes affect life on Earth in many ways. Development of conceptual understandings about processes that shape the Earth begin at the elementary level with understanding what Earth materials are and that change occurs. At the middle level, students investigate how these changes occur. An understanding of systems and their interacting components will enable students to evaluate supporting theories of Earth changes. The use of models and observance of patterns to explain common phenomena is essential to building a conceptual foundation and supporting ideas with evidence at all levels. In middle school, students begin to look beyond what can be directly observed as they explore the Earth-sun-moon system, as well as the rest of our solar system, employing the concept of scale within their models. Patterns play an important role as students seek to develop a conceptual understanding of gravity in their world and in the universe. (Academic Expectations 2.1, 2.2, 2.3, 2.5)

SC-6-EU-S-1. Program of Studies: Skills and Concepts - Students will use observations, models and evidence to explain the cause and effect relationships in the rock cycle and to make predictions about constantly changing Earth materials
SC-6-EU-S-2. Program of Studies: Skills and Concepts - Students will investigate, create and identify the limitations of models which can be used to substantiate and predict the actual results (e.g. moon phases, seasons, eclipses) of the interactions of the sun, moon and Earth
SC-6-EU-S-3. Program of Studies: Skills and Concepts - Students will investigate constructive and destructive forces at work on the Earth's surface and the landforms that result from them
SC-6-EU-S-4. Program of Studies: Skills and Concepts - Students will research how scientists organize data from complex systems and also how technology enables/enhances scientific research and data analysis
SC-6-EU-U-1. Program of Studies: Understandings - Students will understand that regular and predictable movements of the sun, moon and Earth are responsible for many observed phenomena on Earth, (e.g. day/night, year, moon phases, eclipses). The regular patterns of these phenomena can be predicted using data or models.
SC-6-EU-U-2. Program of Studies: Understandings - Students will understand that the total amount of material that makes the solid Earth is relatively constant (excluding impacts), even though rocks and minerals often change properties through a variety of processes that transform them (rock cycle).
SC-6-EU-U-3. Program of Studies: Understandings - Students will understand that the Earth's surface is not uniform due to a number of constructive and destructive forces that constantly reshape it. The past effects of these processes can be inferred, and the data these inferences are based upon can also be used to predict future changes.
SC-6-EU-U-4. Program of Studies: Understandings - Students will understand that complex systems like the Earth or solar system are difficult to comprehend or explain without depending on averages and ranges of data. Technology is essential for helping to collect and analyze this data.

SC-6-I. Big Idea: Interdependence (Unifying Concepts) - It is not difficult for students to grasp the general notion that species depend on one another and on the environment for survival. But their awareness must be supported by knowledge of the kinds of relationships that exist among organisms, the kinds of physical conditions that organisms must cope with, the kinds of environments created by the interaction of organisms with one another and their physical surroundings, and the complexity of such systems. In middle school, students should be guided from specific examples of the interdependency of organisms to a more systematic view of the interactions that take place among organisms and their surroundings. Students growing understanding of systems in general will reinforce the concept of ecosystems. Stability and change in ecosystems can be considered in terms of variables such as population size, number and kinds of species, productivity, and the effect of human intervention. (Academic Expectations 2.1, 2.2, 2.3, 2.4)

SC-6-I-S-1. Program of Studies: Skills and Concepts - Students will describe and explore the biotic and abiotic factors that affect change in ecosystems
SC-6-I-S-2. Program of Studies: Skills and Concepts - Students will document and describe consequences of change in one or more abiotic factors on a population within an ecosystem
SC-6-I-S-3. Program of Studies: Skills and Concepts - Students will investigate how communities are interconnected, how they interact with different Earth systems, and represent these global connections/interactions in a variety of ways (e.g. writing, models, multi-media, claymation)
SC-6-I-U-1. Program of Studies: Understandings - Students will be understand that ecosystems are more than just the organisms they contain: geography, weather, climate and geologic factors also influence the interactions within an ecosystem.
SC-6-I-U-2. Program of Studies: Understandings - Students will understand that communities do not exist in isolation, but are globally interconnected by a number of Earth systems (e.g. ocean, atmosphere, lithosphere).

SC-6-MF. Big Idea: Motion and Forces (Physical Science) - Whether observing airplanes, baseballs, planets, or people, the motion of all bodies is governed by the same basic rules. At the middle level, qualitative descriptions of the relationship between forces and motion will provide the foundation for quantitative applications of Newton's Laws. (Academic Expectations 2.1, 2.2, 2.3)

SC-6-MF-S-1. Program of Studies: Skills and Concepts - Students will use observations and appropriate tools (e.g., timer, meter stick, balance, spring scale) to document the position and motion of objects
SC-6-MF-S-2. Program of Studies: Skills and Concepts - Students will use graphical and observational data to make inferences, predictions and draw conclusions about the motion of an object as related to the mass or force involved
SC-6-MF-S-3. Program of Studies: Skills and Concepts - Students will observe real-life phenomena to discover the effects of friction on moving objects and mechanical systems
SC-6-MF-S-4. Program of Studies: Skills and Concepts - Students will represent the motion of objects and their response to unbalanced forces in a variety of ways
SC-6-MF-U-1. Program of Studies: Understandings - Students will understand that friction is a force that turns the energy of motion into heat, causing moving objects to eventually slow or stop unless additional force (energy) is added.
SC-6-MF-U-2. Program of Studies: Understandings - Students will understand that when any force acts on an object, the change in speed or direction depends on the size and direction of the force.
SC-6-MF-U-3. Program of Studies: Understandings - Students will understand that mechanical systems must be designed to take forces such as friction into account. Friction and/or the heat produced by it can have significant effects on the system.

SC-6-STM. Big Idea: Structure and Transformation of Matter (Physical Science) - A basic understanding of matter is essential to the conceptual development of other big ideas in science. During the middle years, physical and chemical changes in matter are observed, and students begin to relate these changes to the smaller constituents of matter - namely, atoms and molecules. The use of models (and an understanding of their scales and limitations) is an effective means of learning about the structure of matter. Looking for patterns in properties is also critical to comparing and explaining differences in matter. (Academic Expectations 2.1, 2.2, 2.4, 2.5)

SC-6-STM-S-2. Program of Studies: Skills and Concepts - Students will use observations and evidence to describe and verify chemical changes in matter.
SC-6-STM-S-3. Program of Studies: Skills and Concepts - Students will classify changes in substances as physical or chemical changes
SC-6-STM-S-4. Program of Studies: Skills and Concepts - Students will distinguish between mixtures and compounds
SC-6-STM-S-7. Program of Studies: Skills and Concepts - Students will investigate how important scientific advances have resulted from unexpected observations or experimental results
SC-6-STM-S-8. Program of Studies: Skills and Concepts - Students will plan, present and support information from investigations using a variety of modes
SC-6-STM-U-1. Program of Studies: Understandings - Students will understand that all matter is composed of parts that are too small to be seen without magnification.
SC-6-STM-U-3. Program of Studies: Understandings - Students will understand that chemical changes result in the formation of a substance that has different properties than the original substance.
SC-6-STM-U-5. Program of Studies: Understandings - Students will understand that new ideas in science sometimes spring from unexpected findings, and they usually lead to new investigations.

SC-6-UD. Big Idea: Unity and Diversity (Biological Science) - All matter is comprised of the same basic elements, goes through the same kinds of energy transformations, and uses the same kinds of forces to move. Living organisms are no exception. In middle school, students begin to compare, contrast, and classify the microscopic features of organisms - the cells, as well as investigate reproduction as the essential process to the continuation of all species. Expected patterns of genetic traits are predicted. Distinctions are made between learned behaviors and inherited traits. Emphasis at every level should be placed upon the understanding that while every living thing is composed of similar small constituents that combine in predictable ways, it is the subtle variations within these small building blocks that account for both the likenesses and differences in form and function that create the diversity of life. (Academic Expectations 2.1, 2.2, 2.3, 2.5)

SC-6-UD-S-1. Program of Studies: Skills and Concepts - Students will obtain information from observations, models and other sources to explain the functions of cells necessary to sustain life
SC-6-UD-S-2. Program of Studies: Skills and Concepts - Students will use scientific tools (e.g., microscope) to observe and describe unicellular and multi-cellular organisms and the specialized cells they contain
SC-6-UD-S-3. Program of Studies: Skills and Concepts - Students will describe and represent (e.g. construct a chart, diagram, or graphic organizer) relationships between and among levels of organization for structure and function, including cells, tissues, organs, organ systems, organisms (e.g., bacteria, protists, fungi, plants, animals) and ecosystems
SC-6-UD-S-4. Program of Studies: Skills and Concepts - Students will design and conduct scientific investigations to make inferences about factors influencing the behavior of organisms, and compare the results with those of investigations done by others
SC-6-UD-S-5. Program of Studies: Skills and Concepts - Students will investigate the relative influence of heredity and experience on the behavior of organisms
SC-6-UD-S-6. Program of Studies: Skills and Concepts - Students will identify and describe the cellular structures that allow for replication/reproduction
SC-6-UD-S-7. Program of Studies: Skills and Concepts - Students will classify organisms into simple categories and discuss the limitations of classification systems
SC-6-UD-U-1. Program of Studies: Understandings - Students will understand that cells are the fundamental units that perform the basic functions needed to sustain life. Some organisms contain only a single cell, while others may have many millions of specialized cells grouped together in cooperative systems with specific functions (tissues and/or organs).
SC-6-UD-U-2. Program of Studies: Understandings - Students will understand that every cell within an organism contains all of the information needed to completely replicate that organism, regardless of the function that cell performs.
SC-6-UD-U-3. Program of Studies: Understandings - Students will understand that although plants and animals exhibit a great variety in body structures that contribute to their survival and reproduction, the basic way that individual cells function is similar in all living organisms.
SC-6-UD-U-4. Program of Studies: Understandings - Students will understand that the behavior of an organism can be influenced by both heredity and experiences. The relative influence of these factors can be inferred by careful observation/data collection over a period of time.
SC-6-UD-U-5. Program of Studies: Understandings - Students will understand that the great diversity of life is a result of many factors, both internal and external to organisms.
SC-6-UD-U-6. Program of Studies: Understandings - Students will understand that even the most different of organisms are fundamentally more alike than different. Their seemingly great differences conceal the great similarities apparent at the cellular level.
SC-6-UD-U-7. Program of Studies: Understandings - Students will understand that classification systems do not exist in nature, but are created by scientists to describe the vast diversity of organisms, frame research questions and suggest relationships among living things.

NewPath Learning resources are fully aligned to US Education Standards. Select a standard below to view correlations to your selected resource:

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