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Structures, Processes, and Responses of Plants
6-2 The student will demonstrate an understanding of structures, processes, and
responses of plants that allow them to survive and reproduce. (Life Science)
Effective August 2007 1
6-2.1 Summarize the characteristics that all organisms share (including the obtainment
and use of resources for energy, the response to stimuli, the ability to reproduce,
and process of physical growth and development).
Taxonomy level: 2.4-B Understand Conceptual Knowledge
Previous/Future knowledge: In kindergarten (K-2.2), students identified examples of
organisms and nonliving things. Students have explored the basic needs (food, shelter, water,
space, and shelter) of plants in 1st grade and of animals in 2
nd grade.
It is essential for students to know the characteristics that separate living organisms from non-
living things. All living organisms share the following characteristics:
They obtain and use resources for energy
All organisms must obtain resources, such as food, oxygen, and water, which provide
required energy to perform the basic processes of life, such as growing and developing, or
repairing injured parts.
Autotrophs (for example plants) provide their own food for energy through the process of
photosynthesis, while heterotrophs (for example animals) must find an external source for
food.
Energy is released from food in most organisms through the process of respiration.
They respond to stimuli
A stimulus is any change in an organism’s surroundings that will cause the organism to react.
Examples of environmental stimuli may be changes in the amount of light present, changes
in temperature, sound, amount of water, space, amounts or types of food, or other organisms
present.
The reaction to the stimulus is called a response. It can be an action or behavior performed
by the organism.
They reproduce
Organisms have the ability to reproduce, or produce offspring that have similar
characteristics as the parents. There are two basic types of reproduction:
o Asexual reproduction: a reproductive process that involves only one parent and produces
offspring that is identical to the parent.
o Sexual reproduction: a reproductive process that involves two parents. The egg (female
reproductive cell) and sperm (male reproductive cell) from these two parents combine to
make an offspring that is different from both parents.
They grow and develop
Growth is the process whereby the organism becomes larger.
Development is the process that occurs in the life of the organism that results in the organism
becoming more complex structurally.
Organisms require energy to grow and develop.
Structures, Processes, and Responses of Plants
6-2 The student will demonstrate an understanding of structures, processes, and
responses of plants that allow them to survive and reproduce. (Life Science)
Effective August 2007 2
It is not essential for students to know about the origins of life, mitosis or meiosis, or the
chemical equations for photosynthesis and respiration.
Assessment Guidelines:
The objective of this indicator is to summarize characteristics that all organisms share; therefore,
the primary focus of assessment should be to generalize the major points about characteristics
that all organisms share. However, appropriate assessments should also require student to recall
or exemplify the characteristics of organisms; or compare how organisms obtain food or
reproduce.
Structures, Processes, and Responses of Plants
6-2 The student will demonstrate an understanding of structures, processes, and
responses of plants that allow them to survive and reproduce. (Life Science)
Effective August 2007 3
6-2.2 Recognize the hierarchical structure of the classification (taxonomy) of organisms
(including the seven major levels or categories of living things—kingdom, phylum,
class, order, family, genus, and species).
Taxonomy level: 1.1-A Remember Factual Knowledge
Previous/Future knowledge: In 4th
grade (4-2.1), students classified organisms into two major
groups: plants and animals according to their physical characteristics. There will be additional
study about protists and bacteria in 7th
grade.
It is essential for students to know that to study all of the organisms on Earth, biologists have
devised ways of naming and classifying them according to their similarities in structures.
The study of how scientists classify organisms is known as taxonomy.
The modern classification system uses a series of levels to group organisms.
An organism is placed into a broad group and is then placed into more specific groups based
its structures.
The levels of classification, from broadest to most specific, include: kingdom, phylum, class,
order, family, genus, and species.
The more classification levels an organism shares with another, the more characteristics they
have in common.
Kingdom
While scientists currently disagree as to how many kingdoms there are, most support a five-
kingdom (Plants, Animals, Fungi, Protists, Monerans) system.
Organisms are placed into kingdoms based on their ability to make food and the number of
cells in their body.
Phylum (pl. phyla)
In the Plant Kingdom, phyla are sometimes referred to as divisions.
Plants are normally divided into two groups: vascular and nonvascular.
In the Animal Kingdom, there are 35 different phyla. These phyla can be divided into two
groups: vertebrates and invertebrates.
Class, Order, Family
These levels become even more specific and will include fewer organisms that have more in
common with each other as they move down the levels.
Genus (pl. Genera)
Contains closely related organisms.
The genus is used as the first word in an organism’s scientific name.
Species
Consists of all the organisms of the same type which are able to breed and produce young of
the same kind.
The species is used as the second word in an organism’s scientific name.
Structures, Processes, and Responses of Plants
6-2 The student will demonstrate an understanding of structures, processes, and
responses of plants that allow them to survive and reproduce. (Life Science)
Effective August 2007 4
Scientific name
The scientific name of an organism is made up of its genus and species.
It is written in italics (Genus species) with the genus capitalized.
For example, Canis lupus is the scientific name for the wolf and Pinus taeda is the scientific
name for a loblolly pine.
It is not essential for students to know any more detail about fungi, protists, or Monerans
beyond the major characteristics listed above. Students will study in detail the structures,
processes and responses in plants (6-2) and animals (6-3). Students do not need to use binomial
nomenclature to determine the scientific name of an organism.
Assessment Guidelines:
The objective of this indicator is to recognize the hierarchical structure of the classification of
organisms; therefore, the primary focus of assessment should be to remember the classification
scheme for organisms. However, appropriate assessments should also require students to recall
characteristics of each level of organization that determines which organisms are placed within
it; or identify an appropriate example of a scientific name.
Structures, Processes, and Responses of Plants
6-2 The student will demonstrate an understanding of structures, processes, and
responses of plants that allow them to survive and reproduce. (Life Science)
Effective August 2007 5
6-2.3 Compare the characteristic structures of various groups of plants (including
vascular or nonvascular, seed or spore-producing, flowering or cone-bearing, and
monocot or dicot).
Taxonomy level: 2.6-B Understand Conceptual Knowledge
Previous/Future knowledge: Students have been introduced to the study of plants in previous
grades. In 4th
grade (4-2.1), students classified organisms as flowering or nonflowering plants.
Students will not revisit this concept in high school, as the focus will be on the cellular level of
organisms.
It is essential for students to know that organisms in the Plant Kingdom are classified into
groups based on specific structures. All plants are included in this kingdom, which is then
broken down into smaller and smaller divisions based on several characteristics, for example:
How they absorb and circulate fluids – vascular or nonvascular;
How they reproduce – spores or seeds;
Method of seed production – cones or flowers;
Type of seed leaf – monocot or dicot.
Plants are commonly classified into two major groups based on their internal structures. These two
groups are vascular and nonvascular.
Vascular Plants
This is the largest group in the Plant Kingdom.
These plants have a well-developed system for transporting water and food; therefore, they
have true roots, stems, and leaves.
Vascular plants have tube-like structures that provide support and help circulate water and
food throughout the plant.
Xylem transport water and minerals from the roots to the rest of the plant.
Phloem transport food from the leaves to the rest of the plant.
Examples include trees and many shrubs with woody stems that grow very tall and grasses,
dandelions, and tomato plants with soft herbaceous stems.
Nonvascular Plants
These plants do not have a well-developed system for transporting water and food; therefore,
do not have true roots, stems, or leaves.
They must obtain nutrients directly from the environment and distribute it from cell to cell
throughout the plant. This usually results in these plants being very small in size.
Examples include mosses, liverworts, and hornworts.
Structures, Processes, and Responses of Plants
6-2 The student will demonstrate an understanding of structures, processes, and
responses of plants that allow them to survive and reproduce. (Life Science)
Effective August 2007 6
The following classifications can also be used to group plants.
Seed-producing
Seed-producing plants are plants that reproduce through seeds. Seed plants make their own
seeds.
Seeds contain the plant embryo (the beginnings of roots, stems, and leaves) and stored food
(cotyledons) and are surrounded by a seed coat. From those seeds, new plants grow.
There are two major groups of seed-producing plants: cone-bearing plants and flowering
plants.
Spore-producing
Spore-producing plants are plants that produce spores for reproduction instead of seeds.
Spores are much smaller than seeds.
Almost all flowerless plants produce spores.
Examples include mosses and ferns.
Flowering Plants
Flowering plants differ from conifers because they grow their seeds inside an ovary, which is
embedded in a flower.
The flower then becomes a fruit containing the seeds.
Examples include most trees, shrubs, vines, flowers, fruits, vegetables, and legumes.
Cone-bearing Plants
Most cone-bearing plants are evergreen with needle-like leaves.
Conifers never have flowers but produce seeds in cones.
Examples include pine, spruce, juniper, redwood, and cedar trees.
Monocot
A seed with one food storage area is called a monocotyledon, or monocot.
Flowers of monocots have either three petals or multiples of three.
The leaves of monocots are long and slender with veins that are parallel to each other.
The vascular tube structures are usually scattered randomly throughout the stem.
Examples include grass, corn, rice, lilies, and tulips.
Dicot
A seed with two food storage areas is called a dicotyledon, or dicot.
Flowers of dicots have either four or five petals or multiples of these numbers.
The leaves are usually wide with branching veins.
The vascular tube structures are arranged in circular bundles.
Examples include roses, dandelions, maple, and oak trees.
It is not essential for students to know specific structures of nonvascular plants or the stages of
reproduction in spore-producing plants. The terms gymnosperm and angiosperm need not be
used at this time. Students do not need to know the origin or evolution of the plant kingdom.
Structures, Processes, and Responses of Plants
6-2 The student will demonstrate an understanding of structures, processes, and
responses of plants that allow them to survive and reproduce. (Life Science)
Effective August 2007 7
Assessment Guidelines:
The objective of this indicator is to compare the characteristic structures of various groups of
plants; therefore, the primary focus of assessment should be to detect similarities and differences
between the various groups (including vascular and nonvascular, seed and spore-producing,
flowering and cone-bearing, and monocot and dicot). However, appropriate assessments should
also require student to identify the different plant groups and their characteristics; classify plants
into the various groups based on their characteristics; or exemplify various groups of plants based
on their characteristics.
Structures, Processes, and Responses of Plants
6-2 The student will demonstrate an understanding of structures, processes, and
responses of plants that allow them to survive and reproduce. (Life Science)
Effective August 2007 8
6-2.4 Summarize the basic functions of the structures of a flowering plant for defense,
survival, and reproduction.
Taxonomy level: 2.4-B Understand Conceptual Knowledge
Previous/Future knowledge: In 1st grade (1-2.4), students summarized the life cycle of plant,
which included flowers and seeds. In 3rd
grade (3-2.2), students explained how physical and
behavioral adaptations (for example structures for defense) allowed organisms to survive.
It is essential for students to know that flowering plants have special structures that function
for defense, survival, and reproduction.
Structures for Defense
Plants have structures for defense that protect them from threats and without these defenses the
plant might die. Examples of natural defenses that plants have developed over time may be
thorns that can defend the plant from being eaten by some animals
fruits and leaves with poisons so that they are not eaten by animals
the ability to close its leaves when touched (thigmotropism)
Structures for Survival
Plants have structures that allow them to survive in their habitats when the conditions are not
suitable. Examples of parts of flowering plants that function for survival may be:
Leaves function as the site of photosynthesis, respiration, and transpiration in plants.
Stems support the plant and hold the leaves up to the light. Stems also function as food
storage sites.
o The xylem in the stems transports water from the roots to the leaves and other plant parts.
o The phloem in the stems transport food made in the leaves to growing parts of the plant.
Roots help anchor the plant in the ground.
o They also absorb water and nutrients from the soil and store extra food for the plants.
o The more surface area on the root that is available, the more water and nutrients it can
absorb.
o Root hairs help to increase this surface area.
There are two types of roots: fibrous roots and taproots.
o Fibrous roots consist of several main roots that branch off to form a mass of roots.
Examples are grass, corn, and some trees.
o Taproots consist of one large, main root with smaller roots branching off. Examples are
carrots, dandelions, or cacti.
Seeds have special structures that allow them to be dispersed by wind, water, or animals.
The seeds coat helps protect the embryo from injury and also from drying out.
Structure for Reproduction
Parts of the flowering plant that function in reproduction include:
Flowers
Flowers produce seeds.
Many flowers contain both male and female parts needed to produce new flowers.
Flower petals are often colorful or have a scent to attract insects and other animals.
Structures, Processes, and Responses of Plants
6-2 The student will demonstrate an understanding of structures, processes, and
responses of plants that allow them to survive and reproduce. (Life Science)
Effective August 2007 9
Stamen
The male part of a flower that has an anther on a stalk (filament).
The anther produces the pollen that contains the sperm cells.
Pistil
The female part of the flower that contains
o The ovary, which contains the ovules where the egg cells are produced,
o the stigma, which is the sticky top where pollen grains land, and
o the style, which is a stalk down which the pollen tube grows after pollination has taken
place
Seed
The ovule that contains the fertilized egg (embryo) from which new plants are formed.
A fruit that is formed from the ovary often protects them.
It is not essential for students to know the cell layers of leaf structures or other structures of
roots or stems.
Assessment Guidelines:
The objective of this indicator is to summarize the basic functions of the structures of flowering
plants; therefore, the primary focus of assessment should be to generalize points about the
various structures needed for defense, survival, and reproduction. However, appropriate
assessments should also require student to identify the parts of a flower used for reproduction;
identify structures in plants used for defense, survival, or reproduction; illustrate a flower or
plant structures using words, pictures, or diagrams; or classify a structure based on its function
for defense, survival, or reproduction.
Structures, Processes, and Responses of Plants
6-2 The student will demonstrate an understanding of structures, processes, and
responses of plants that allow them to survive and reproduce. (Life Science)
Effective August 2007 10
6-2.5 Summarize each process in the life cycle of flowering plants (including germination,
plant development, fertilization, and seed production).
Taxonomy level: 2.4-B Understand Conceptual Knowledge
Previous/Future knowledge: In 1st grade (1-2.4), students summarized the life cycle of plants
(including germination, growth, and the production of flowers and seeds). In 3rd
grade (3-2.1),
students illustrated the life cycle of seed plants.
It is essential for students to know that all flowering plants have similar life cycles. These life
cycles include distinct stages. These stages include:
Germination
When seeds are dispersed from the parent plant, they can either lay dormant or they can
begin to grow immediately given the right conditions.
This early stage of seed growth is called germination.
The roots begin to grow down, while the stem and leaves grow up.
Plant development
Over time the seed grows into a mature plant with the structures necessary to produce more
plants.
Fertilization
When pollen, which is produced in the stamen of a flower, transfers from stamen to pistil
(pollination) and then enters the ovule, which is located in the ovary of a flower, fertilization
occurs.
Seed production
Once the ovule is fertilized it develops into a seed.
A fruit (fleshy, pod, or shell) then develops to protect the seed.
Seeds are structures that contain the young plant surrounded by a protective covering.
It is not essential for students to know how reproduction occurs in nonvascular plants, cone-
bearing plants, or spore-producing plants. Differences in the time to complete a plant’s life
cycle, such as annual, biennial, or perennial, are interesting but not essential. Plant meiosis is
also not essential.
Assessment Guidelines:
The objective of this indicator is to summarize each of the processes in the life cycle of flowering
plants; therefore, the primary focus of assessment should be to generalize the major points about
the life cycle of seed plants (including germination, plant development, fertilization, and seed
production). However, appropriate assessments should also require student to identify the
individual stages; illustrate the life cycle stages using words, pictures, or diagrams; or classify by
sequencing the stages of the life cycle.
Structures, Processes, and Responses of Plants
6-2 The student will demonstrate an understanding of structures, processes, and
responses of plants that allow them to survive and reproduce. (Life Science)
Effective August 2007 11
6-2.6 Differentiate between the processes of sexual and asexual reproduction of flowering
plants.
Taxonomy level: 4.1-B Analyze Conceptual Knowledge
Previous/Future knowledge: This is the first time that students have been introduced to the
terms sexual and asexual reproduction. They have studied the process of reproduction in
flowering plants in 1st and 3
rd grades.
It is essential for students to know the difference between sexual and asexual reproduction in
flowering plants.
Sexual reproduction
A process of reproduction that requires a sperm cell (in pollen) and an egg cell (in the ovule)
to combine to produce a new organism.
All flowering plants undergo sexual reproduction.
Asexual reproduction
A process of reproduction that involves only one parent plant or plant part and produces
offspring identical to the parent plant.
Many plants can grow new plants asexually from their plant parts.
If a plant is cut or damaged, it can sprout new growth from the stems, roots, or leaves.
Plants use a variety of parts to produce new plants such as:
Tubers, bulbs
These are all types of underground stems.
The “eyes” or buds of tubers, for example potatoes, grow into roots and shoots to produce a
new plant.
Bulbs, for example onions, are big buds made of a stem and special types of leaves.
Runners
These are all types of stems that run along the ground.
New strawberries or some ivy grow from the tips of runners.
Many lawn grasses grow from runners.
Stem Cuttings
When a piece of cut stem is planted, roots may form from the cutting, and then a full plant
develops.
Sugar cane and pineapple are examples of plants grown from stem cuttings.
Roots
Some fruit trees and bushes send up “suckers” or new shoots from the roots.
Some plants have roots that can produce new plants from root pieces, such as a sweet potato.
Structures, Processes, and Responses of Plants
6-2 The student will demonstrate an understanding of structures, processes, and
responses of plants that allow them to survive and reproduce. (Life Science)
Effective August 2007 12
Leaves
Some houseplants produce little plants right on their leaves.
For example, African violets can produce plants from leaves placed on top of soil.
It is not essential for students to know how reproduction occurs in nonvascular plants, cone-
bearing plants, or spore-producing plants.
Assessment Guidelines:
The objective of this indicator is to differentiate between sexual and asexual reproduction in
plants; therefore, the primary focus of assessment should be to distinguish between processes
and structures that result in asexual reproduction from those that result in sexual reproduction in
plants. However, appropriate assessments should also require student to identify the
requirements for sexual reproduction in flowering plants; exemplify asexual reproduction in
plants; or identify structures that allow asexual plant reproduction to take place.
Structures, Processes, and Responses of Plants
6-2 The student will demonstrate an understanding of structures, processes, and
responses of plants that allow them to survive and reproduce. (Life Science)
Effective August 2007 13
6-2.7 Summarize the processes required for plant survival (including photosynthesis,
respiration, and transpiration).
Taxonomy level: 2.4-B Understand Conceptual Knowledge
Previous/Future knowledge: In kindergarten, 1st grade, and 3
rd grade, students studied the
resources needed by plants in order to survive. Students have not studied the specific processes
of photosynthesis, respiration, and transpiration.
It is essential for students to know that plants are organisms that perform certain processes
necessary for survival.
Photosynthesis
Plants are organisms that make their own food, a simple sugar, for survival.
The process by which they make this sugar is called photosynthesis.
Chloroplasts, found in the cells of the leaf, contain chlorophyll, a green pigment that absorbs
light energy.
During this process, plants use carbon dioxide gas from the air (taken in through openings, or
pores, in the leaf called stomata) and water (taken in through the roots) to make sugar (food)
in the leaves.
During the process of photosynthesis, oxygen is also produced. The oxygen is released into
the air through the stomata.
Photosynthesis is the process that provides the oxygen in the atmosphere that most living
organisms need.
Respiration
The food (sugar) created through the process of photosynthesis is used to provide energy
needed by the plants to perform life functions.
To obtain the energy from the food it produces, plants must break down the sugar in the cells
throughout the plant in a process called respiration.
In this process, oxygen from the air (taken in through the stomata) combines with the sugar,
which is then broken down into carbon dioxide and water.
During this process, energy is released. This energy can now be used by the plant to perform
life functions.
The carbon dioxide and water that are formed are then given off through the stomata in the
leaves.
Transpiration
Some of the water taken in through the roots of plants is used in the process of
photosynthesis.
However, plants lose most of the water through the leaves. This process is called
transpiration.
Without a way to control transpiration, plants would wither up and die. Fortunately, plants
are able to slow down transpiration.
Guard cells, mostly on the underside of the leaf, open and close the stomata.
When the stomata are closed, water cannot escape from the leaf.
Structures, Processes, and Responses of Plants
6-2 The student will demonstrate an understanding of structures, processes, and
responses of plants that allow them to survive and reproduce. (Life Science)
Effective August 2007 14
It is not essential for students to know the chemical formulas for photosynthesis and
respiration. The light and dark dependent reactions of photosynthesis as well as the steps for
respiration are not essential. Students do not need to know the internal leaf structural layers.
Assessment Guidelines:
The objective of this indicator is to summarize plant processes necessary for survival; therefore,
the primary focus of assessment should be to generalize the major points about the processes of
photosynthesis, respiration, and transpiration. However, appropriate assessments should also
require student to identify the component plant parts necessary for photosynthesis, respiration,
and transpiration; illustrate the movement of water, oxygen, carbon dioxide, and food through
the plant; compare photosynthesis and respiration in terms of starting materials and what is
produced; or recall the function of these processes in plants.
Structures, Processes, and Responses of Plants
6-2 The student will demonstrate an understanding of structures, processes, and
responses of plants that allow them to survive and reproduce. (Life Science)
Effective August 2007 15
6-2.8 Explain how plants respond to external stimuli (including dormancy and the forms
of tropism known as phototropism, gravitropism, hydrotropism, and
thigmotropism).
Taxonomy level: 2.7-B Understand Conceptual Knowledge
Previous/future knowledge: In 3rd
grade (3-2.4), students studied how plants respond to
changes in their environments, specifically their response to light. Students in 3rd
grade also
studied the concept of gravity as a pull on an object. In 4th
grade (4-2.4), students studied plant
behaviors in response to light, water, touch, and gravity in the environment.
It is essential for students to know that plants respond to changes in their environments. These
responses (the reply to the change in the environment, or stimulus) vary depending on the
specific environmental stimulus (a change in the environment that causes a response or a
reaction).
Under certain conditions, when a mature plant or seed becomes or remains inactive, it is said to
be dormant.
Dormancy is a period of time when the growth or activity of a plant or seed stops due to
changes in temperature or amount of water.
Dormancy allows various species to survive in particular environments.
It helps to ensure that seeds will germinate when conditions are favorable for survival of the
small seedlings.
For example, leaves fall from trees prior to the conditions of winter and the leaf buds do not
open again until conditions are favorable in the spring.
Plants respond to changes in the environment by growing or moving their stems, roots, or leaves
toward or away from the stimulus. This response, or behavior, is called a tropism. Examples of
plant tropisms include:
Phototropism
The way a plant grows or moves in response to light
Gravitropism
The way a plant grows or moves in response to gravity; also called geotropism
Hydrotropism
The way a plant grows or moves in response to water
Thigmotropism
The way a plant grows or moves in response to touch
It is not essential for students to know other tropisms, negative or positive tropisms, or the
internal causes for tropisms.
Structures, Processes, and Responses of Plants
6-2 The student will demonstrate an understanding of structures, processes, and
responses of plants that allow them to survive and reproduce. (Life Science)
Effective August 2007 16
Assessment Guidelines:
The objective of this indicator is to explain how plants respond to external stimuli; therefore, the
primary focus of assessment should be to construct a cause-and-effect model of plants
responding to external stimuli through dormancy or tropisms. However, appropriate assessments
should also require student to identify the responses of plants including dormancy and tropisms;
exemplify tropisms in plants; or illustrate the forms of tropism using words, pictures, or
diagrams.
Structures, Processes, and Responses of Plants
6-2 The student will demonstrate an understanding of structures, processes, and
responses of plants that allow them to survive and reproduce. (Life Science)
Effective August 2007 17
6-2.9 Explain how disease-causing fungi can affect plants.
Taxonomy level: 2.7-B Understand Conceptual Knowledge
Previous/future knowledge: In 5th
grade (5-2.4), students identified the roles of organisms as
they interact and depend on one another through food chains and food webs in an ecosystem,
including decomposers (microorganisms, termites, worms, and fungi). Students have not
previously been introduced to the concept of diseases or their affects on other organisms.
It is essential for students to know that fungi are a kingdom of organisms that do not make their
own food.
Many types of fungi must grow in or on other organisms, such as plants.
These fungi, for example grain mold, corn smut, and wheat rust, cause diseases in those
plants that result in huge crop losses.
Diseases caused by fungi may also affect other important crops, such as rice, cotton, rye, and
soybeans.
If a fungus infects a tree, fruit, or grass, it can eventually kill the plant.
NOTE TO TEACHER: Students should know that even though fungi can be harmful to plants,
they are also helpful as decomposers, as a source of penicillin (medicine), and as food.
It is not essential for students to know about fungi that cause diseases in humans (including
Athlete’s foot) as this will be studied further in 7th
grade.
Assessment Guidelines:
The objective of this indicator is to explain the effects of disease-causing fungi on plants;
therefore, the primary focus of assessment should be to construct a cause-and-effect model of the
ways that plants are affected by fungi. However, appropriate assessments should also require
students to recognize fungi that cause disease in plants; or recall that not all fungi are harmful.
Structures, Processes, and Responses in Animals
6-3 The student will demonstrate an understanding of structures, processes, and
responses in animals that allow them to survive and reproduce. (Life Science)
Effective August 2007 18
6-3.1 Compare the characteristic structures of invertebrate animals (including sponges,
segmented worms, echinoderms, mollusks, and arthropods) and vertebrate animals
(fish, amphibians, reptiles, birds, and mammals).
Taxonomy level: 2.6-B Understand Conceptual Knowledge
Previous/Future knowledge: Students have previously studied animals in 2nd
grade, 3rd
grade,
and 4th
grade. In 4th
grade (4-2.1), students studied specific vertebrate animal groups and their
characteristics but not specific invertebrate animal groups. Students will focus on the study of
the human body in 7th
grade.
It is essential for students to know that the Animal Kingdom is divided into 35 different phyla.
These phyla can be classified into two groups (vertebrates or invertebrates) based on external
and internal physical characteristics.
However, all animals share several common characteristics:
o Their bodies are multi-cellular.
o They are heterotrophs (cannot make their own food) and must get their energy by eating
plants or other animals.
o Their major functions are to obtain food and oxygen for energy, keep their internal
conditions in balance, move, and reproduce.
Vertebrates comprise only one phylum of animals. They include fish, amphibians, reptiles, birds,
and mammals. Vertebrates share certain physical characteristics:
They have backbones, an internal skeleton (endoskeleton), and muscles.
They have blood that circulates through blood vessels and lungs (or gills) for breathing.
They have a protective skin covering.
Most have legs, wings, or fins for movement.
They have a nervous system with a brain that processes information from their environment
through sensory organs.
Vertebrates differ in the way that they control their body temperature.
In some (fishes, amphibians, and reptiles), their body temperature is close to that of their
environment. They are considered cold-blooded, or ectothermic.
In others (birds and mammals), their body temperature stays constant regardless of the
temperature of the environment. They are called warm-blooded, or endothermic.
Examples of vertebrates include:
Fish
Are cold-blooded (ectothermic); obtain dissolved oxygen in water through gills; most lay
eggs; have scales; have fins; and live in water.
Amphibians
Are cold-blooded (ectothermic); most can breathe in water with gills as young, and breathe
on land with lungs as adults; go through metamorphosis; lay jelly-like eggs.
The major groups of amphibians are frogs, toads, and salamanders.
Structures, Processes, and Responses in Animals
6-3 The student will demonstrate an understanding of structures, processes, and
responses in animals that allow them to survive and reproduce. (Life Science)
Effective August 2007 19
Frogs and salamanders have smooth, moist skin, through which they can breathe and live part
of their life in water and part on land.
Toads have thicker, bumpy skin and live on land.
Reptiles
Are cold-blooded (ectothermic); breathe with lungs; most lay eggs, although in some the
eggs hatch inside the female; and have scales or plates.
Birds
Are warm-blooded (endothermic); breathe with lungs; lay eggs; have feathers; and have a
beak, two wings, and two feet.
Mammals
Are warm-blooded (endothermic); breathe with lungs; most have babies that are born live;
have fur or hair; and produce milk to feed their young.
Invertebrates comprise the remaining phyla of the Animal Kingdom. They include sponges,
segmented worms, echinoderms, mollusks, and arthropods. Invertebrates share certain
characteristics:
They do not have backbones or internal skeletons.
Some have external skeletons, called exoskeletons.
Examples of invertebrates include:
Sponges
Very simple animals that have many pores (holes) through which water flows.
Water moves into a central cavity and out through a hole in the top.
Sponges obtain their food and eliminate wastes through this passage of water.
They have specialized cells for obtaining food and oxygen from the water.
Segmented worms
Have long tube-like bodies that are divided into segments.
They are the simplest organisms with a true nervous system and blood contained in vessels.
A long digestive tube runs down the length of the worm’s inner body.
Worms take in dissolved oxygen from the water through their skin.
Examples of segmented worms may be earthworms and leeches.
Echinoderms
Have arms that extend from the middle body outwards.
They have tube feet that take in oxygen from the water and spines.
Examples may be sea stars, brittle stars, sea cucumbers, or sea urchins.
Mollusks
Have soft bodies; most have a thick muscular foot for movement or to open and close their
shells.
Structures, Processes, and Responses in Animals
6-3 The student will demonstrate an understanding of structures, processes, and
responses in animals that allow them to survive and reproduce. (Life Science)
Effective August 2007 20
They have more developed body systems than sponges or worms.
They take in oxygen through gills or lungs, and some have shells.
Examples may be slugs, snails, clams, and octopuses.
Arthropods
Have jointed legs, segmented bodies, and some have wings.
They have hard outer coverings called exoskeletons.
They obtain oxygen from the air through gills or air tubes.
Examples may be insects, arachnids, and crustaceans.
It is not necessary for students to know the classification systems for the vertebrates and
invertebrates, life cycles of the various animal groups, other types of worms, other groups of
invertebrates, or the major organs, systems or complete anatomy of each group of animals.
Assessment Guideline:
The objective of this indicator is to compare the characteristic structures of vertebrates and
invertebrates; therefore, the primary focus of assessment should be to detect ways that these
organisms are alike and different. However, appropriate assessments should also require
students to identify specific invertebrate and vertebrate groups based on a description of
characteristics; illustrate the different kinds of vertebrates and invertebrates by their distinctive
differences; or classify an animal into a particular group based on its characteristics.
Structures, Processes, and Responses in Animals
6-3 The student will demonstrate an understanding of structures, processes, and
responses in animals that allow them to survive and reproduce. (Life Science)
Effective August 2007 21
6-3.2 Summarize the basic functions of the structures of animals that allow them to defend
themselves, to move, and to obtain resources.
Taxonomy level: 2.4-B Understand Conceptual Knowledge
Previous/Future knowledge: In 3rd
grade (3-2.2), students explained how physical
adaptations (including defense, locomotion and movement, and food obtainment) of
animals allowed them to survive in their environments.
It is essential for students to know that animals have special structures that enable them to
survive in their environment. These structures allow them to defend themselves, to move,
and to obtain resources.
Structures for defense
Allow an animal to hide from a predator or warn a predator (for example skin color
(camouflage) or patterns (mimicry))
Allow an animal to make a direct attack painful (for example horns, claws, quills, stingers, or
venom)
Allow an animal to change its size prevent a direct attack (for example shells, emitting smells
or body fluids (ink), or mechanisms)
Allow an animal to flee or hide from predators (for example body design), sensory organs,
legs (for example for speed or for jumping), wings, or light-weight skeletons (for example
flight)
Allow an animal to construct holes or tunnels to run into and hide or to climb (for example
paws or toenails)
Structures for movement
Allow animals to move to fulfill their needs such as finding food and escaping predators (for
example legs, feet and arms, tails, fins, wings, body design, skeleton)
Structures to obtain resources
Allow an animal to chew, tear, and eat its food or drink (for example mouth parts including
beaks, teeth, flexible jaws, tongues, tube-shaped)
Allow an animal to grab and hold its food (for example tentacles, pincers, claws, fangs)
Allow an animal to consume food found in the water (for example filtering structures for
filter feeders in sponges or clams)
It is not essential for students to know the complete anatomy or any specialized structures for
the various groups of animals.
Assessment Guidelines:
The objective of this indicator is to summarize basic functions of structures for defense,
movement, and resource obtainment; therefore, the primary focus of assessment should be to
generalize major points about the parts of an organism that allow for these functions. However,
Structures, Processes, and Responses in Animals
6-3 The student will demonstrate an understanding of structures, processes, and
responses in animals that allow them to survive and reproduce. (Life Science)
Effective August 2007 22
appropriate assessments should also require students to identify individual structures and their
primary functions; exemplify or illustrate structures using words, pictures, or diagrams; or
classify structures by their function.
Structures, Processes, and Responses in Animals
6-3 The student will demonstrate an understanding of structures, processes, and
responses in animals that allow them to survive and reproduce. (Life Science)
Effective August 2007 23
6-3.3 Compare the response that a warm-blooded (endothermic) animal makes to a
fluctuation in environmental temperature with the response that a cold-blooded
(ectothermic) animal makes to such a fluctuation.
Taxonomy level: 2.6-B Understand Conceptual Knowledge
Previous/Future knowledge: In 3rd
grade (3-2.2), students explained how hibernation
allowed animals to survive. This is the first grade students have been introduced to the
concepts of endothermic and ectothermic (6-3.1).
It is essential for students to know the characteristics of endothermic and ectothermic
animals and how these animals respond to changes in their environmental temperatures.
Animals that are vertebrates differ in their abilities to regulate body temperature.
Warm-blooded (endothermic)
Animals, including birds and mammals, which maintain a nearly constant internal
temperature and do not change with the temperature of the environment.
When the outside temperature is too hot, an endothermic animal can cool off by sweating,
panting, changing position, or changing location. Sweating and panting generate heat loss
through evaporating water. Changing position and location allow the animal to find a cooler
environment in the shade or shelter.
Endothermic animals must eat much more often than ectothermic animals since it takes
energy to maintain a constant body temperature. For example, a lion must eat its weight in
food every seven to ten days.
Cold-blooded (ectothermic)
Animals, including fish, amphibians, and reptiles, which have an internal body temperature
that changes with the temperature of the environment.
They must gain heat to perform internal activities (for example digestion).
If the environment is cold, ectothermic animals become slow moving and sluggish. Some
animals must bask in the Sun (for example snakes or lizards) or move to a warmer area (for
example some fish) before they can move about to hunt for food.
If the temperature gets too hot, ectothermic animals will need to find a cooler temperature or
burrow in the ground to keep its body cool.
If an animal is cold blooded, they take on the temperature of their surroundings so they don't
have to use food energy to keep warm. This means they don't have to eat as often.
It in not essential for students to understand the chemical processes involved with warm-
blooded and cold-blooded animals.
Assessment Guidelines:
The objective of this indicator is to compare responses of cold-blooded (ectothermic) and warm-
blooded (endothermic) organisms to their environment; therefore, the primary focus of
assessment should be to detect similarities and differences in ectothermic to endothermic
organisms. However, appropriate assessments should also require students to identify organisms
Structures, Processes, and Responses in Animals
6-3 The student will demonstrate an understanding of structures, processes, and
responses in animals that allow them to survive and reproduce. (Life Science)
Effective August 2007 24
that are cold-blooded and those that are warm-blooded; exemplify responses that would occur
due to changes in the environment; or classify organisms as endothermic or ectothermic.
Structures, Processes, and Responses in Animals
6-3 The student will demonstrate an understanding of structures, processes, and
responses in animals that allow them to survive and reproduce. (Life Science)
Effective August 2007 25
6-3.4 Explain how environmental stimuli cause physical responses in animals (including
shedding, blinking, shivering, sweating, panting, and food gathering).
Taxonomy level: 2.7-B Understand Conceptual Knowledge
Previous/Future knowledge: In 3rd
grade (3-2.4), students explained how changes in habitats
affect the survival of plants and animals. In 4th
grade (4-2.5), students explained how an
organism’s behavior is related to its environment.
It is essential for students to know that animals have physical responses that are caused by
environmental stimuli. Examples of animal responses to temperature changes that help maintain
internal temperature include:
Shedding
To maintain internal temperatures, animals may form thick coats of fur or feathers to insulate
their body from cold weather; in hot weather animals will shed this extra covering, providing
a cooling effect.
Sweating
Sweating is an organism’s major way of getting rid of excess body heat.
When sweat evaporates from the surface of the skin, it cools the animal.
Panting
Panting is another way of getting rid of excess body heat.
When an animal pants (breathes heavily), increased air flow causes an increase in
evaporation from the animal’s mouth and lungs, cooling the animal.
Shivering
Shivering is a mammal’s mechanism to increase heat production.
Shivering is an involuntary response to a drop in the temperature outside or within the body.
It is a method that the body uses to increase the rate at which energy is transformed into heat.
Examples of common responses to changes in environmental stimuli include:
Blinking
Blinking is an automatic response that helps to protect the eye.
Some animals need to blink to keep their eyes covered with a tear film.
This tear film serves to protect the eye from drying out and from potential infection.
The blink response also serves to protect the eye from being injured if a foreign object comes
near the eye.
Food gathering
The process of finding food by hunting or fishing or the gathering of seeds, berries, or
roots, may be seasonal.
o Storing food: Many animals will begin to gather and store food for the winter.
Examples of such animals may be squirrels, mice, or beavers.
Structures, Processes, and Responses in Animals
6-3 The student will demonstrate an understanding of structures, processes, and
responses in animals that allow them to survive and reproduce. (Life Science)
Effective August 2007 26
o Storing nutrition in the form of fat: Many animals will overeat and reduce their physical
activity to conserve energy in response to environmental stimuli such as cold weather
or drought. Examples of such animals may be bears, penguins, walruses, chipmunks,
or ants.
It is not essential for students to know the chemical mechanisms for the responses studied here.
Assessment Guidelines:
The objective of this indicator is to explain how environmental stimuli cause physical responses
in animals; therefore, the primary focus of assessment should be to construct a cause-and-effect
model of the various physical responses that animals have due to environmental stimuli.
However, appropriate assessments should also require students to recall physical responses of
various animals; summarize responses that occur due to environmental stimuli; or exemplify
ways that the environment affects animals.
Structures, Processes, and Responses in Animals
6-3 The student will demonstrate an understanding of structures, processes, and
responses in animals that allow them to survive and reproduce. (Life Science)
Effective August 2007 27
6-3.5 Illustrate animal behavioral responses (including hibernation, migration, defense,
and courtship) to environmental stimuli.
Taxonomy level: 2.2-B Understand Conceptual Knowledge
Previous/Future knowledge: Students have previously studied hibernation and animal defense
in 3rd
grade (3-2.2). In 4th
grade (4-2.5) students explained how an organism’s behavior is
related to its environment.
It is essential for students to know that a complex set of responses to stimuli is called behavior.
Behavioral responses refer to how animals cope with changes in their environments. Animals
may respond to environmental stimuli through behaviors that include hibernation, migration,
defense, and courtship.
Hibernation
As a result of cold, winter weather (stimulus) some animals will hibernate.
Hibernation is a state of greatly reduced body activity, used to conserve food stored in the
body.
Some animals hibernate for part or all of the winter.
The animal's body temperature drops, its heartbeat and breathing slow down, and it uses very
little energy.
Examples of hibernating animals may be ants, snakes, black bears, beavers, and ground
squirrels.
Migration
Migration is the movement of animals from one place to another in response to seasonal
changes. They travel to other places where food is available.
Migrating animals usually use the same routes year after year.
The cycle is controlled by changes in the amount of daylight and the weather.
Examples of animals that migrate are monarch butterflies, orcas, caribou, and ducks.
Defense
Defense mechanisms vary with different types of animals. Some examples are:
o Camouflage: Some animals have protective coloration to survive changes in its
environment. Some animals develop their camouflage in response to the weather; for
example the artic fox and snowshoe hare. They develop a white coat for the winter to
blend in with the snow and a gray coat in the summer to blend in with the forest.
Chameleons and other lizards change colors to blend into the environment to avoid
predators.
o Smells: Skunks use an offensive odor in response to fear. The skunk turns the predator's
sense of smell against it by issuing a stream of oily, foul smelling musk.
o Stingers: Wasps and bees use a stinger for protection when frightened or threatened.
o Ejection: The black ink cloud of an octopus is a defense mechanism because it gives the
animal a chance to escape from a predator. When the horned lizard gets really scared, it
shoots blood out of its eyes allowing it time to escape.
Structures, Processes, and Responses in Animals
6-3 The student will demonstrate an understanding of structures, processes, and
responses in animals that allow them to survive and reproduce. (Life Science)
Effective August 2007 28
o Mimicry: When a weaker animal copies stronger animals' characteristics to warn off
predators. Some animals may look like another more poisonous or dangerous animal that
give it protection, such as a “false” coral snake or hawk moth caterpillar that looks like a
snake. Certain moths have markings that look like eyes and some flower flies resemble
black and yellow wasps that have a powerful sting and use this disguise to ward off
predators.
o Grouping: This social behavior occurs when certain animals travel together in groups to
protect individuals within the group or to fool a predator into thinking the group is one
large organism. Examples may include herds (buffalo, zebra, cattle), packs (wolves), or
schools of fish.
Courtship
Courtship in animals is usually a behavioral process whereby adults of a species try to attract
a potential mate.
Courtship behaviors ensure that males and females of the same species recognize each other.
Environmental stimuli, such as seasonal changes, will stimulate courtship.
Often sensory cues (for example, chemical odor cues, sounds, or color) will serve as
courtship attractants in animals.
It is not essential for students to know the chemical mechanisms for the behaviors studied here,
technologies for tracking the migration of animals, or other types of animal behaviors
Assessment Guidelines:
The objective of this indicator is to illustrate animal behavioral responses to environmental
stimuli; therefore, the primary focus of assessment should be to give examples of animal
behavioral responses (including hibernation, migration, defense, and courtship) using pictures,
diagrams, or words. However, appropriate assessments should also require students to recall
information about behavioral responses; explain how environmental stimuli result in animal
behaviors; or summarize animal behaviors that result from environmental stimuli.
Structures, Processes, and Responses in Animals
6-3 The student will demonstrate an understanding of structures, processes, and
responses in animals that allow them to survive and reproduce. (Life Science)
Effective August 2007 29
6-3.6 Summarize how the internal stimuli (including hunger, thirst, and sleep) of animals
ensure their survival.
Taxonomy level: 2.4-B Understand Conceptual Knowledge
Previous/Future knowledge: In 3rd
grade (3-2.2), students explained how physical and
behavioral adaptations (including hibernation and food obtainment) allowed the organism to
survive. In 4th
grade (4-2.5), students explained how an organism’s behavior is related to its
environment (including the availability of food). They also studied how animals use their senses
to detect signals in the environment and how their behaviors are influenced by these signals (4-
2.3).
It is essential for students to know that animals have internal stimuli, or cues, including hunger,
thirst, and sleep, that ensure their survival.
Hunger
The importance of hunger is that it cues animals to eat.
Animals need food for energy and, therefore, for survival.
Thirst
The importance of thirst is that it cues animals to take in water.
Animals need water since their bodies are mostly made of water.
Sleep
The importance of sleepiness is that it cues the animal to sleep.
Sleep is required to restore the body’s ability to function.
It is not essential for students to know the internal chemical mechanisms for the stimuli studied
here.
Assessment Guidelines:
The objective of this indicator is to summarize how the internal stimuli of animals ensure their
survival; therefore, the primary focus of assessment should be to generalize the main points
about internal stimuli (including hunger, thirst, and sleep) and their affects on animal behavior.
However, appropriate assessments should also require students to identify internal stimuli (cues);
exemplify responses to internal stimuli; or compare animals’ survival responses to internal
stimuli.
Structures, Processes, and Responses in Animals
6-3 The student will demonstrate an understanding of structures, processes, and
responses in animals that allow them to survive and reproduce. (Life Science)
Effective August 2007 30
6-3.7 Compare learned to inherited behaviors in animals.
Taxonomy level: 2.6-B Understand Conceptual Knowledge
Previous/Future knowledge: In 4th
grade (4-2.4), students distinguished between the
characteristics of an organism that are inherited and those that are acquired over time. In 7th
grade (7-2.7), students will distinguish between inherited traits and those that are acquired from
environmental factors.
It is essential for students to know that a behavior is an activity or action, in response to
changes in the environment, which helps an organism survive.
Some animal behaviors result from direct observations or experiences and are called learned
behaviors.
Imprinting is a behavior in which newborn animals recognize and follow the first moving
object they see. Usually, this moving object is the mother. The imprinting behavior cannot
be reversed.
Conditioning (which includes trial-and-error learning) is a behavior in which an animal
learns that a particular stimulus and its response to that stimulus will lead to a good or bad
result. For example, chimpanzees learn to use small sticks to dig in the soil for insects, or a
child learns that touching a hot object will cause pain.
Some animal behaviors are passed from the parent to the offspring and are with the animal from
birth. These are called inherited behaviors, or instincts. Some examples of instincts are:
The ability to swim, for example in whales or fish, is an inherited behavior. Whales and fish
do not need to be taught how to swim.
Crying in babies is an inherited behavior that is often a response to hunger, thirst, or
sleepiness.
When a snail digs a hole to lay its eggs, a bird builds a special kind of nest, or when a fiddler
crab waves its claw to attract a female, the animals are acting on instinct.
It is not essential for students to know how inherited traits are passed from parents to offspring
through genetics.
Assessment Guidelines:
The objective of this indicator is to compare learned to inherited behaviors in animals; therefore,
the primary focus of assessment should be to detect similarities and differences between
behaviors that animals learn and those they are born knowing how to do. However, appropriate
assessments should also require students to identify a particular behavior as learned or inherited;
summarize behaviors that are learned and behaviors that are inherited; exemplify behaviors that
would occur due to learning or inheritance; or classify behaviors as learned or inherited.
Earth’s Atmosphere and Weather
6-4 The student will demonstrate an understanding of the relationship between Earth’s
atmospheric properties and processes and its weather and climate. (Earth Science)
Effective August 2007 31
6-4.1 Compare the composition and structure of Earth’s atmospheric layers
(including the gases and differences in temperature and pressure within the
layers).
Taxonomy level: 2.6-B Understand Conceptual Knowledge
Previous/Future knowledge: Students have not been introduced to the concepts of Earth’s
atmosphere and its layers in previous grades. Air pressure is also a new concept. In 2nd
grade (2-
3.1), students explained the effects of moving air as it interacts with objects. In 3rd
grade (3-4.1),
students classified different forms of matter (including gases). In 4th
grade (4-4.3), students
compared daily and seasonal changes (including wind speed). These previous experiences can
aide the study of the atmosphere here.
It is essential for students to know that Earth’s atmosphere is the layer of gases that surrounds
the planet and makes conditions on Earth suitable for living things.
Atmospheric
Layers
Earth’s atmosphere is
divided into several
different atmospheric
layers extending from
Earth’s surface outward
the troposphere, where all
weather occurs
the stratosphere, where the
ozone layer is contained
the mesosphere
the thermosphere
the exosphere
Earth’s
Surface
Space
Atmospheric
Gases
Nitrogen and Oxygen
Ozone
Water vapor and
Carbon dioxide
Trace gases, for example
argon
the two most common gases;
found throughout all the layers
a form of oxygen found in the
stratosphere
important gases for weather
conditions; found in the
troposphere
play an insignificant role
Atmospheric
Temperatures
Differences in temperature
separate the layers As altitude increases,
temperature decreases in the
troposphere
The stratosphere is cold except
in its upper region where ozone
is located
The mesosphere is the coldest
layer
Even though the air is thin in
the thermo- sphere, it is very
hot
The cold regions of outer space
Earth’s Atmosphere and Weather
6-4 The student will demonstrate an understanding of the relationship between Earth’s
atmospheric properties and processes and its weather and climate. (Earth Science)
Effective August 2007 32
extend from the exosphere
Atmospheric
Pressure
The air pressure, the force
exerted by the gases pushing on
an object, is greatest near the
surface of Earth, in the
troposphere.
Air pressure decreases
through the layers farther
out from the surface as
Earth’s pull of gravity
decreases.
Troposphere
pressure
decreases
Exosphere
It is not essential for students to know the exact distance between each layer or the
temperatures of the layers. The chemistry of the different gas particles (such as H2 is an element,
and CO2 is a compound) is not expected at this grade level. They do not need to compare the
properties of pure air with air containing particulate matter and unnatural gases, polluted air.
Assessment Guidelines:
The objective of this indicator is to compare the composition and structure of Earth’s
atmospheric layers; therefore, the primary focus of assessment should be to detect similarities
and differences between the layers (including the gases and differences in temperatures and
pressure within the layers). However, appropriate assessments should also require students to
identify common gases or the layer where weather occurs; recall where the ozone layer is
located; or classify by sequencing the layers.
Earth’s Atmosphere and Weather
6-4 The student will demonstrate an understanding of the relationship between Earth’s
atmospheric properties and processes and its weather and climate. (Earth Science)
Effective August 2007 33
6-4.2 Summarize the interrelationships among the dynamic processes of the water cycle
(including precipitation, evaporation, transpiration, condensation, surface-water
flow, and groundwater flow).
Taxonomy level: 2.4-B Understand Conceptual Knowledge
Previous/Future knowledge: In 4th
grade, students summarized the processes of the water cycle
(including evaporation, condensation, precipitation, and runoff) (4-4.1) and classified clouds
according to their three basic types (4-4.2). In 5th
grade (5-4.2), students compared the physical
properties of the states of matter. The addition of transpiration and the two areas of run-off are
new information. In 7th
grade (7-4.5), students will study groundwater zones and surface water
drainage basins.
It is essential for students to know that water is always moving between the atmosphere
(troposphere) and surface of Earth. Each components of the water cycle process has certain
conditions under which each form of precipitation develops:
Precipitation
After condensation occurs (forming clouds), water droplets fall in various forms of
precipitation – rain, snow, freezing rain, sleet, or hail, depending upon weather conditions.
Temperature variations within clouds and/or within the region between the cloud and Earth
allows for the various forms of precipitation.
Evaporation/Transpiration
Water enters the atmosphere as water vapor through evaporation and transpiration, plants
releasing water vapor.
Condensation
Condensation happens in the atmosphere as water vapor changes to water droplets.
Clouds form as a result of condensation.
Dew forms when water vapor condenses directly onto a surface;
Frost forms when water vapor changes from gas directly to ice crystals on a surface when the
temperature at which condensing would take place is at the freezing point or below.
Run-off
If precipitation falls on land surfaces, it always attempts to move back toward sea level as
surface-water flow or groundwater flow.
The surface that receives the precipitation determines its flow back towards sea level.
Examples are:
Water will remain on the surface when the surface is not porous or the precipitation is
falling too fast for the water to sink into the ground.
Water will sink into the ground when the surface is porous and there is lots of space in
the soil to hold the water.
Earth’s Atmosphere and Weather
6-4 The student will demonstrate an understanding of the relationship between Earth’s
atmospheric properties and processes and its weather and climate. (Earth Science)
Effective August 2007 34
It is not essential for students to know what happens to the individual water particles as they
change from one state of matter to another.
Assessment Guidelines:
The objective of this indicator is to summarize the interrelationships among the processes of the
water cycle; therefore, the primary focus of assessment should be to generalize major points
about the parts of the water cycle (including precipitation, evaporation, transpiration,
condensation, surface-water flow, and groundwater flow). However, appropriate assessments
should also require students to identify parts of the water cycle; compare one part of the water
cycle with another; or illustrate parts of the water cycle using words, drawings, diagrams, or
symbols.
Earth’s Atmosphere and Weather
6-4 The student will demonstrate an understanding of the relationship between Earth’s
atmospheric properties and processes and its weather and climate. (Earth Science)
Effective August 2007 35
6-4.3 Classify shapes and types of clouds according to elevation and their associated
weather conditions and patterns.
Taxonomy level: 2.3-A, B Understand Conceptual Knowledge
Previous/Future knowledge: In 4th
grade (4-4.2), students classified clouds according to their
three basic types (cumulus, cirrus, and stratus) and summarized how clouds form.
It is essential for students to know that clouds that form from the condensation of water vapor
are classified by a basic shape and associated weather conditions and patterns. Clouds can be
classified in three major groups:
Cumulus
Clouds formed at medium or low elevation.
Cumulus clouds are puffy with flat bottoms.
When cumulus clouds are white they often signal fair weather, but when they are darker, they
may signal rain or thunderstorms.
Cirrus
Clouds formed at high elevations; wispy clouds usually consisting of ice crystals that signal
fair weather or may also signal an approaching warm front.
Stratus
Clouds formed at medium or low elevation; spread out layer upon layer covering a large area
As stratus clouds thicken, precipitation usually occurs over that area.
It is essential for students to know the names of many clouds are a combination of one of the
three basic shapes and a prefix or suffix. The basic shape name can be combined with the
appropriate prefix or suffix listed below as clues to the weather conditions that may result.
Combinations of those shapes can be used with nimbus, which means “rain”, for example,
cumulonimbus or nimbostratus.
A cumulonimbus cloud, also called a thunderhead, is often part of thunderstorm conditions
that may accompany a cold front.
The prefix alto- may also be used to indicate medium-level clouds formed at about 2-6
kilometers up into the atmosphere, for example, altocumulus or altostratus.
Clouds that form when condensation occurs at or near the ground are called fog.
It is not essential for students to know the details of cloud formation, condensation nuclei and
dew point. Knowing the numerous combinations of cloud names is also not essential.
Assessment Guidelines:
The objective of this indicator is to classify shapes and types of clouds according to elevation and
their associated weather conditions and patterns; therefore, the primary focus of assessment
should be to determine the cloud category based on the description. However, appropriate
assessments should also require students to recognize a cloud type based on a description;
illustrate cloud shapes or types through pictures or words; or compare weather conditions
associated with cloud types.
Earth’s Atmosphere and Weather
6-4 The student will demonstrate an understanding of the relationship between Earth’s
atmospheric properties and processes and its weather and climate. (Earth Science)
Effective August 2007 36
6-4.4 Summarize the relationship of the movement of air masses, high and low pressure
systems, and frontal boundaries to storms (including thunderstorms, hurricanes,
and tornadoes) and other weather conditions.
Taxonomy level: 2.4-B Understand Conceptual Knowledge
Previous/Future knowledge: Students have been introduced to the conditions, effects, and
safety issues of severe storms in 4th
grade (4-4.4) but not to their relationships with fronts and
low-pressure systems. Using these concepts to make predictions is a future application at the
high school level.
It is essential for students to know that the interactions between air masses, fronts, and
pressure systems result in various weather conditions.
Air masses
Huge bodies of air that form over water or land in tropical or polar regions.
Temperature and humidity conditions (for example, warm or cold air, humid or dry air)
within the air masses as they form are important to the resulting weather conditions when air
masses move.
Fronts
As these air masses move and collide with each other, fronts form at the boundaries between
the air masses.
Depending upon the air masses involved, a warm front, cold front, stationary front, or
occluded front can develop.
o When a warm air mass collides and rides over a cold air mass, the resulting warm front
may produce long periods of precipitation and warmer temperatures.
o When a cold air mass collides and slides under a warm air mass, the resulting cold front
may produce thunderstorms and sometimes tornadoes and cooler temperatures.
o When neither a cold air mass nor a warm air mass moves at a frontal boundary, the
resulting stationary front may produce long period of precipitation.
o When a cold air mass pushes into a warm air mass that is behind a cool air mass, the
warm air mass is pushed up above the cooler air masses. The resulting occluded front
may produce long periods of precipitation.
High/Low Pressure Systems
Warm air rising or cold air sinking combined with the spinning of Earth causes the air to spin
forming high and low pressure regions.
o High pressure systems usually signal more fair weather with winds circulating around the
system in a clockwise direction.
Earth’s Atmosphere and Weather
6-4 The student will demonstrate an understanding of the relationship between Earth’s
atmospheric properties and processes and its weather and climate. (Earth Science)
Effective August 2007 37
o Low pressure systems with counterclockwise circulating winds often result in rainy
and/or stormy weather conditions.
Earth’s Atmosphere and Weather
6-4 The student will demonstrate an understanding of the relationship between Earth’s
atmospheric properties and processes and its weather and climate. (Earth Science)
Effective August 2007 38
Storms
Severe weather conditions called storms occur when pressure differences cause rapid air
movement.
Conditions that bring one kind of storm can also cause other kinds of storms in the same area.
o Thunderstorm is storm with thunder, lightning, heavy rains and strong winds; form within
large cumulonimbus clouds; usually form along a cold front but can form within an air
mass.
o Tornado is a rapidly whirling, funnel-shaped cloud that extends down from a storm
cloud; the very low pressure and strong winds can cause great damage to people and
property; are likely to form within the frontal regions where strong thunderstorms are
also present.
o Hurricane is a low pressure tropical storm that forms over warm ocean water; winds form
a spinning circular pattern around the center, or eye, of the storm; the lower the air
pressure at the center, the faster the winds blow toward the center of the storm.
Other Weather Conditions
Since weather is a condition of Earth’s atmosphere at any time, weather conditions may
include fair weather, showers or light rain, humid conditions, clear skies with cold
conditions, days of clouds and precipitation, or others that do not necessarily involve storms.
It is not essential for students to know the specific names of all the air masses. The specifics of
the formation of severe low-pressure storms, for example, tornadoes and hurricanes, are not
necessary.
Assessment Guidelines:
The objective of this indicator is to summarize the relationships of the movement of air masses,
high and low pressure systems, and frontal boundaries to storms and other weather conditions;
therefore, the primary focus of assessment should be to generalize the major points about these
factors in their relationship to storms (including thunderstorms, hurricanes, and tornadoes)
weather conditions. However, appropriate assessments should also require students to interpret a
diagram or description of a front; compare the weather conditions resulting high pressure and
low pressure systems; or predict the weather condition(s) along fronts or within air masses.
Earth’s Atmosphere and Weather
6-4 The student will demonstrate an understanding of the relationship between Earth’s
atmospheric properties and processes and its weather and climate. (Earth Science)
Effective August 2007 39
6-4.5 Use appropriate instruments and tools to collect weather data (including wind speed
and direction, air temperature, humidity, and air pressure).
Taxonomy level: 3.2-C Apply Procedural Knowledge
Previous/Future knowledge: Only the barometer and sling psychrometer are new instruments
to the study of weather. The others were introduced and used in 2nd
and in 4th
grade. (See 2-1.2,
2-3.4, 4-1.2, 4-4.5) This indicator also relates to a scientific inquiry indicator (6-1.1).
It is essential for students to know that in order to understand the conditions in weather systems
and be able to make weather forecasts as precise as possible, weather data must be accurately
collected.
NOTE TO TEACHER: Students must be able to use (not make) and accurately measure using
the following instruments:
Anemometer
A tool used to measure wind speed in miles per hour.
Wind vane
A tool used to measure wind direction.
Sometimes referred to as a wind-weather vane or a wind sock.
Wind direction is described by the direction from which the wind is blowing.
Thermometer
A tool used to measure air temperature in degrees Fahrenheit or Celsius.
Sling Psychrometer
A two-thermometer instrument also referred to as a wet-dry bulb used to measure relative
humidity (the amount of water vapor in the air).
Temperatures readings are converted using a relative humidity table.
Barometer
A tool used to measure air pressure in inches of mercury or millibars (mb).
Rain gauge
A tool used for measuring the amount of precipitation in inches or centimeters.
It is not essential for students to make any of these instruments; they need to use them to
collect weather data accurately. Students do not need to know how to use a hygrometer.
Assessment Guidelines:
The objective of this indicator is to use appropriate instruments and tools to collect weather data;
therefore, the primary focus of assessment should be to apply a procedure to the tool that would
be needed to measure wind speed, wind direction, air temperature, humidity, and air pressure.
However, appropriate assessments should also require students to identify weather instruments
that measure certain weather conditions; interpret the reading on the instrument for accurate
data; or interpret the scale on weather instruments.
Earth’s Atmosphere and Weather
6-4 The student will demonstrate an understanding of the relationship between Earth’s
atmospheric properties and processes and its weather and climate. (Earth Science)
Effective August 2007 40
6-4.6 Predict weather conditions and patterns based on weather data collected from
direct observations and measurements, weather maps, satellites, and radar.
Taxonomy level: 2.5-B Understand Conceptual Knowledge
Previous/Future knowledge: Recording and predicting weather using weather maps, satellite
images, and radar is new to this grade – some foundational concepts were given in 4th
grade (4-
4.6). Fourth grade did not use these tools to predict weather.
It is essential for students to know weather conditions and patterns can be predicted based on
weather data collected from various sources.
Direct Observations and Measurements
Basic weather conditions can be observed and/or measured (using the instruments listed in 6-
2.5) or obtained from meteorologists at national weather data collection sites.
In order to make weather predictions, the data should be collected on a regular basis over a
period of time.
This allows for the development of patterns in weather conditions from the analysis of the
data.
For example, a hurricane’s path can be predicted using data on its position over time (plotted
on a hurricane tracking map), thereby allowing meteorologists to make predictions
concerning the possible warnings to land areas in the hurricane’s path.
Weather maps
Weather maps can help predict weather patterns by indicating high or low pressure systems
(isobars), movement of air masses and fronts, or temperature ranges (isotherms).
Station models from specific locations provide information that can
also be used to predict weather patterns.
Information found on a station model can include cloud cover,
temperature (85F), wind direction and speed, precipitation (* - snow,
● – rain), or barometric pressure (1002 mb).
Satellites
Satellite images are used for seeing cloud patterns and movements.
For example, hurricane clouds and movement can be observed using satellite images.
Radar
Radar images can be used to detect cloud cover, rainfall or storm location, intensity, and
movement, as well as the potential for severe weather (for example, hurricanes or tornadoes).
It is not essential for students to know how to draw weather maps or isobar or isotherm lines.
Students do not need to identify other information found on a station model such as the types of
clouds, dew point, types of precipitation (other than snow or rain), or change in barometric
pressure.
85 1002
●
Earth’s Atmosphere and Weather
6-4 The student will demonstrate an understanding of the relationship between Earth’s
atmospheric properties and processes and its weather and climate. (Earth Science)
Effective August 2007 41
Assessment Guidelines:
The objective of this indicator is to predict weather conditions and patterns based on weather
data collected from direct observations and measurements, weather maps, satellites, and radar;
therefore, the primary focus of assessment should be to take the presented material from direct
observations and measurements, from weather maps, satellite images, and radar and use that
information to show what might happen to local or national weather conditions. However,
appropriate assessments should also require students to interpret a weather map, station model,
or hurricane tracking map; compare a series of weather maps to show patterns or weather system
movement; or identify weather symbols commonly found on weather maps.
Earth’s Atmosphere and Weather
6-4 The student will demonstrate an understanding of the relationship between Earth’s
atmospheric properties and processes and its weather and climate. (Earth Science)
Effective August 2007 42
6-4.7 Explain how solar energy affects Earth’s atmosphere and surface (land and water).
Taxonomy level: 2.7-B Understand Conceptual Knowledge
Previous/Future knowledge: This indicator contains new conceptual material. It can be
reinforced with concepts in standard 6-5 where solar energy sources and properties are identified
(6-5.1), where energy transformation is explained (6-5.2) and where heat energy transfer is
illustrated (6-5.5). In high school Earth Science students will further study the effects human
activities have had on the atmosphere due to excess greenhouse gases, ozone depletion, and
photochemical smog (ES-4.7)
It is essential for students to know that the driving energy source for heating of Earth and
circulation in Earth’s atmosphere comes from the Sun and is known as solar energy.
Some of the Sun’s energy coming through Earth’s atmosphere is reflected or absorbed by gases
and/or clouds in the atmosphere.
The land heats up and releases its heat fairly quickly, but water needs to absorb lots of solar
energy to warm up. This property of water allows it to warm more slowly but also to release
the heat energy more slowly. It is the water on Earth that helps to regulate the temperature
range of Earth’s atmosphere.
Solar energy that is absorbed by Earth’s land and water surfaces is changed to heat that
moves/radiates back into the atmosphere (troposphere) where the heat cannot transmitted
through the atmosphere so it is trapped, a process known as the greenhouse effect.
It is not essential for students to know the electromagnetic spectrum as part of solar (radiant)
energy. Students do not have to explain the greenhouse effect in its negative terms based on
excess greenhouse gases in the atmosphere.
Assessment Guidelines:
The objective of this indicator is to explain how solar energy affects Earth’s atmosphere and
surface (land and water); therefore, the primary focus of assessment should be to construct a
cause-and-effect model of solar energy’s impact on Earth’s atmosphere and on the land and
water surfaces. However, appropriate assessments should also require students to summarize the
process known as the greenhouse effect; or identify factors in the atmosphere that would either
reflect or absorb solar energy.
Earth’s Atmosphere and Weather
6-4 The student will demonstrate an understanding of the relationship between Earth’s
atmospheric properties and processes and its weather and climate. (Earth Science)
Effective August 2007 43
6-4.8 Explain how convection affects weather patterns and climate.
Taxonomy level: 2.7-B Understand Conceptual Knowledge
Previous/Future knowledge: This indicator contains new conceptual material. It can be
reinforced with concepts in standard 6-5.6 where heat energy transfer is illustrated. Students will
relate the movement by convection to plate tectonics in 8th
grade (8-3.6).
It is essential for students to know that because warm air near Earth’s surface rises and then
cools as it goes up, a convection current is set up in the atmosphere. There are three atmospheric
convection areas in the northern hemisphere and three in the southern hemisphere.
the tropical region begins at the equator and extends to the about 30 degrees north latitude;
the temperate region extends from there to about 60 degrees north latitude, and
the polar region extends from there to the north pole, 90 degrees north latitude.
NOTE TO TEACHER: Students will focus their understanding on the northern hemisphere
convection regions, or cells:
Convection happens on a global scale in the atmosphere and causes global winds. These winds
then move weather systems and surface ocean currents in particular directions.
Due to the spinning of Earth, the weather systems in these regions move in certain directions
because the global wind belts are set up (6-4.9).
On a smaller scale, convection currents near bodies of water can cause local winds known as
land and sea breezes.
The surface currents of Earth’s oceans that circulate warm and cold ocean waters in
convection patterns also influence the weather and climates of the landmasses nearby.
The warm Gulf Stream current water influences the eastern Atlantic shoreline of the
United States, while the cold California current influences its western Pacific shoreline.
Because of the unequal heating of Earth, climate zones (tropical, temperate, and polar) occur.
Since temperature is a major factor in climate zones, climate is related
o to the convection regions at various latitudes,
o to temperature differences between the equator and the poles, and also
o to warm and cold surface ocean currents.
It is not essential for students to locate, classify, or identify the characteristics of various global
climate regions. This indicator is not a complete study on the conditions related to climate.
Climate is only related as an effect of global convection.
Assessment Guidelines:
The objective of this indicator is to explain how convection affects weather patterns and climate;
therefore, the primary focus of assessment should be to construct a cause-and-effect model of
convection’s impact on Earth’s convection regions, global winds, ocean surface currents, and
climate. However, appropriate assessments should also require students to interpret diagrams
Earth’s Atmosphere and Weather
6-4 The student will demonstrate an understanding of the relationship between Earth’s
atmospheric properties and processes and its weather and climate. (Earth Science)
Effective August 2007 44
related to convection; compare convection regions to the global wind belts; or identify the
convection regions or ocean currents that influence climate along the coasts of the United States.
Earth’s Atmosphere and Weather
6-4 The student will demonstrate an understanding of the relationship between Earth’s
atmospheric properties and processes and its weather and climate. (Earth Science)
Effective August 2007 45
6-4.9 Explain the influence of global winds and the jet stream on weather and climatic
conditions.
Taxonomy level: 2.7-B Understand Conceptual Knowledge
Previous/Future knowledge: This indicator contains new conceptual material. Students will
expand on this knowledge in high school Earth Science as they then develop understanding of
the Coriolis effect and also look at the causes and evidence for global climate changes. Students
will also study geographic influences attributed to global climate patterns.
It is essential for students to know that global winds are found in each convection region (6-
4.8).
Because convection cells are in place in the atmosphere and Earth is spinning on its axis,
these global winds appear to curve. This is known as the Coriolis effect.
In the global wind belt regions, the prevailing direction of the winds and how air movement
in these large regions affects weather conditions.
Global winds
The trade winds blow from east to west in the tropical region moving warm tropical air in
that climate zone.
The prevailing westerly winds blow from west to east in the temperate region.
The temperate zone temperatures are affected most by the changing seasons, but since the
westerly wind belt is in that region, the weather systems during any season move from west
to east. Since the United States is in the westerly wind belt, the weather systems move across
the country from west to east.
Tropical weather systems, for example hurricanes, are moved in the prevailing direction of
the trade winds. If they enter the westerly wind belt, they are often turned, and move in the
direction of that prevailing system.
The polar winds blow northeast to west in the polar region moving cold polar air in that
climate zone from the poles toward the west.
Jet stream
A fast-moving ribbon of air that moves from west to east in the Northern Hemisphere around
Earth. It dips and bends and constantly changes positions.
As these changes occur, air masses and weather systems in its path are moved along by the
fast moving air.
The polar jet stream can bring down cold polar conditions from the north.
The subtropical jet stream can bring warm tropical conditions from the south (in the northern
hemisphere).
It is not essential for students to explain the cause of the jet stream or the global wind belts.
The effects of latitude, topography, and elevation on climate patterns are not included in this
indicator.
Earth’s Atmosphere and Weather
6-4 The student will demonstrate an understanding of the relationship between Earth’s
atmospheric properties and processes and its weather and climate. (Earth Science)
Effective August 2007 46
Earth’s Atmosphere and Weather
6-4 The student will demonstrate an understanding of the relationship between Earth’s
atmospheric properties and processes and its weather and climate. (Earth Science)
Effective August 2007 47
Assessment Guidelines:
The objective of this indicator is to explain the influence of global winds and the jet stream on
Earth’s weather and climatic conditions; therefore, the primary focus of assessment should be to
construct a cause-and-effect model of how weather and climatic conditions are moved by global
winds and also how the jet stream moves weather systems in the Northern Hemisphere.
However, appropriate assessments should also require students to interpret diagrams related to
global winds or the jet stream; compare the movement of weather systems between the global
wind belts; identify the wind belts and their prevailing wind directions; or recall the curving of
global winds as the Coriolis effect.
Conservation of Energy
6-5 The student will demonstrate an understanding of the law of conservation of energy
and the properties of energy and work. (Physical Science)
Effective August 2007 48
6-5.1 Identify the sources and properties of heat, solar, chemical, mechanical, and electrical
energy.
Taxonomy level: 1.1-B Remember Conceptual Knowledge
Previous/Future knowledge: Students have been introduced to the concepts of sources of heat
and how heat moves by conduction in 3rd
grade (3-4.3 and 3-4.4). In 4th
grade (4-5), students
demonstrated an understanding of the properties of light and electricity. In 5th
grade, students
have been introduced the concept of matter being composed of very small particles (5-4.1) that
can form new substances when they are mixed (5-4.7) and to the concepts of motion and position
(5-5.2). Students will further develop the concept of energy traveling in waves in 8th
grade (8-
6.8).
It is essential for students to know that energy can be in many different forms. Students should
know sources and properties of the following forms of energy:
Heat energy
Heat energy is the transfer of thermal energy (energy that is associated with the motion of the
particles of a substance).
Remember that all matter is made up of particles too small to be seen (5th
grade).
As heat energy is added to a substance, the temperature goes up indicating that the particles
are moving faster. The faster the particles move, the higher the temperature.
Material (wood, candle wax) that is burning, the Sun, and electricity are sources of heat
energy.
Solar energy
Solar energy is the energy from the Sun, which provides heat and light energy for Earth.
Solar cells can be used to convert solar energy to electrical energy.
Green plants use solar energy during photosynthesis (6-2.7) to produce sugar, which contains
stored chemical energy.
Most of the energy that we use on Earth originally came from the Sun.
Chemical energy
Chemical energy is energy stored in particles of matter.
Chemical energy can be released, for example in batteries or sugar/food, when these particles
react to form new substances.
Electrical energy
Electrical energy is the energy flowing in an electric circuit.
Sources of electrical energy include: stored chemical energy in batteries; solar energy in solar
cells; fuels or hydroelectric energy in generators.
Conservation of Energy
6-5 The student will demonstrate an understanding of the law of conservation of energy
and the properties of energy and work. (Physical Science)
Effective August 2007 49
Mechanical energy
Mechanical energy is the energy due to the motion (kinetic) and position (potential) of an
object. When objects are set in motion or are in a position where they can be set in motion,
they have mechanical energy.
o Mechanical Potential energy: Potential energy is stored energy. Mechanical potential
energy is related to the position of an object. A stretched rubber band has potential
energy. Water behind a dam has potential energy because it can fall down the dam.
o Mechanical Kinetic energy: Kinetic energy is the energy an object has due to its motion.
Mechanical kinetic energy increases as an object moves faster. A moving car has kinetic
energy. If the car moves faster, it has more kinetic energy.
NOTE TO TEACHER: Other types of energy can also be classified as potential and kinetic, but
6th grade students are only responsible for kinetic and potential mechanical energy.
It is not essential for students to know the terms chemical reactions or changes for chemical
energy. They also do not need to know about electrons associated with electrical energy. The
concept of nuclear energy will be addressed in high school.
Assessment Guidelines:
The objective of this indicator is to identify the sources and properties of heat, solar, chemical,
mechanical, and electrical energy; therefore, the primary focus of assessment should be to
retrieve from memory sources and properties of the forms of energy listed. However,
appropriate assessments should also require students to recognize forms of energy by their
sources.
Conservation of Energy
6-5 The student will demonstrate an understanding of the law of conservation of energy
and the properties of energy and work. (Physical Science)
Effective August 2007 50
6-5.2 Explain how energy can be transformed from one form to another (including the two
types of mechanical energy, potential and kinetic, as well as chemical and electrical
energy) in accordance with the law of conservation of energy.
Taxonomy level: 2.7-B Understand Conceptual Knowledge
Previous/Future knowledge: In 4th
grade (4-5.5), students explained how electricity could be
transformed into other forms of energy (including light, heat, and sound). Students will further
develop these concepts in high school Physical Science (PS-6.1).
It is essential for students to know that the Law of Conservation of Energy states that energy
cannot be created or destroyed. It may be transformed from one form into another, but the total
amount of energy never changes. Energy can be changed from one form to another as follows:
Mechanical energy transformations
The mechanical energy that an object has may be kinetic energy or potential energy or some
combination of the two. Energy transformations can occur between the two types of mechanical
energy.
Examples of potential kinetic mechanical transformations might include:
When water is behind a dam, it has potential energy. The potential energy of the water
changes to kinetic energy in the movement of the water as it flows over the dam.
When a rubber band is stretched, kinetic energy is transformed into potential energy.
When a stretched rubber band is released its potential energy is transformed into kinetic
energy as the rubber band moves.
When a book is lifted to a shelf, kinetic energy is transformed into potential energy.
If the book falls off the shelf the potential energy is transformed to kinetic energy.
It is essential for students to understand situations when potential energy is greater and when
kinetic energy is greater.
Mechanical energy transformations may involve other kinds of energy. Examples might include:
When the book in the example above hits the floor the kinetic energy is transformed into
other forms of energy such as sound and heat.
The water that runs over the dam might be used to power an electric generator and thus the
mechanical energy associated with the water can be transformed into electrical energy.
The water was behind the dam because the energy from the sun evaporated water and
deposited it at a higher elevation so that it could flow down hill thus solar energy was
transformed to potential mechanical energy.
Transformations may occur between any of the various types of energy but the energy itself is
always around in some form. It is never lost. Examples might include:
Green plants transform the Sun’s energy into food which is a form of stored chemical energy.
Animals use chemical energy from food to move. The chemical energy in the food is
transformed to mechanical energy.
Conservation of Energy
6-5 The student will demonstrate an understanding of the law of conservation of energy
and the properties of energy and work. (Physical Science)
Effective August 2007 51
Carbon-based fuels are all derived from of the bodies of plants and/or animals. When carbon-
based fuels (wood, natural gas, petroleum, or coal) are burned, the chemical energy which is
transformed to heat energy.
The heat energy from fuels can be transformed to electrical energy at a power plant.
In an electric circuit the electrical energy can be transformed into many different types of
energy such as mechanical, sound, light, and heat. (See Indicator 6-5.4)
All of the energy from the electric circuit eventually changes to another form, much of it heat
energy. The energy from all of these transformations still exists. The total amount of energy
is conserved.
It is not essential for students to know the formulas for potential energy and kinetic energy.
Students do not need to know the chemical equation for photosynthesis.
Assessment Guidelines:
The objective of this indicator is to explain how energy can be transformed from one form to
another in accordance to the law of conservation of energy; therefore, the primary focus of
assessment should be to construct a cause-and-effect model of how energy transformations
follow the Law of Conservation of Energy. However, appropriate assessments should require
students to; interpret diagrams or illustrations related to energy transformations; or summarize
energy transformations and how the Law of Conservation of Energy applies.
Conservation of Energy
6-5 The student will demonstrate an understanding of the law of conservation of energy
and the properties of energy and work. (Physical Science)
Effective August 2007 52
6-5.3 Explain how magnetism and electricity are interrelated by using descriptions,
models, and diagrams of electromagnets, generators, and simple electrical motors.
Taxonomy level: 2.7-B Understand Conceptual Knowledge
Previous/Future knowledge: In 4th
grade (4-5.9), students summarized the properties of
magnets and electromagnets (including polarity, attraction/repulsion, and strength). Students
have not been introduced the concept of generators and simple electrical motors in previous
grade levels. Students will further develop the concepts of electromagnets, generators, and
simple electrical motors in high school physical science (PS-6-11).
It is essential for students to know that magnetism is the force of attraction or repulsion of
magnetic materials.
Surrounding a magnet is a magnetic field that applies a force, a push or pull, without actually
touching an object.
An electric current flowing through a wire wrapped around an iron core forms a magnet.
A coil of wire spinning around a magnet or a magnet spinning around a coil of wire can form
an electric current.
Examples of how magnetism and electricity are interrelated can be demonstrated by the
following devices:
Electromagnets
An electromagnet is formed when a wire in an electric circuit is wrapped around an iron core
producing a magnetic field.
The magnet that results loses its magnetism if the electric current stops flowing.
Generators
A generator produces an electric current when a coil of wire wrapped around an iron core is
rotated near a magnet.
Generators at power plants produce electric energy for our homes.
A generator contains coils of wire that are stationary, and rotating magnets are rotated by
turbines. Turbines are huge wheels that rotate when pushed by water, wind, or steam.
Thus mechanical energy is changed to electrical energy by a generator. Smaller generators
may be powered by gasoline.
Conservation of Energy
6-5 The student will demonstrate an understanding of the law of conservation of energy
and the properties of energy and work. (Physical Science)
Effective August 2007 53
Simple electric motors
An electric motor changes electrical energy to mechanical energy.
It contains an electromagnet that rotates between the poles of a magnet.
The coil of the electromagnet is connected to a battery or other source of electric current.
When an electric current flows through the wire in the electromagnet, a magnetic field is
produced in the coil.
Like poles of the magnets repel and unlike poles of the magnets attract.
This causes the coil to rotate and thus changes electrical energy to mechanical energy.
This rotating coil of wire can be attached to a shaft and a blade in an electric fan.
It is not essential for students to know components of generators or motors, the difference
between AC and DC generators, or the function of a transformer. Understanding of how a
magnetic field is produced is also not essential.
Assessment Guidelines:
The objective of this indicator is to explain how electricity and magnetism are interrelated by
using descriptions, models and diagrams of electromagnets, generators, and simple electrical
motors; therefore, the primary focus of assessment should be to construct a cause-and-effect
model of how electricity and magnetism are interrelated. However, appropriate assessments
should also require students to interpret diagrams of electromagnets, generators, or electric
motors showing how electricity and magnetism are interrelated; summarize information about
how electricity and magnetism are interrelated using diagrams, models, and descriptions of
devices; compare devices based on how they interrelate electricity and magnetism; or recognize
devices based on their functions.
Conservation of Energy
6-5 The student will demonstrate an understanding of the law of conservation of energy
and the properties of energy and work. (Physical Science)
Effective August 2007 54
6-5.4 Illustrate energy transformations (including the production of light, sound, heat,
and mechanical motion) in electrical circuits.
Taxonomy level: 2.2-B Understand Conceptual Knowledge
Previous/Future knowledge: In 4th
grade, students explained how electricity could be
transformed into other forms of energy (including light, heat, and sound) (4-5.5). They also
summarized the functions of the components of complete circuits (including wire, switch,
battery, and light bulb) (4-5.6) and illustrated the path of electric currents in series and parallel
circuits (4-5.7). Students have not been introduced to the term “mechanical motion” in previous
grade levels. Students will further develop the concept of energy transformations in high school
Physical Science (PS-6.1).
It is essential for students to know that electrical energy can be transformed to light, sound,
heat, and mechanical motion in an electric circuit.
An electric circuit contains a source of electrical energy, a conductor of the electrical energy
(wire) connected to the energy source, and a device that uses and transforms the electrical
energy.
All these components must be connected in a complete, unbroken path in order for energy
transformations to occur.
The electrical energy in circuits may come from many sources including:
The electrical energy in a battery comes from stored chemical energy.
The electrical energy in a solar cell comes from light energy from the sun.
The electrical energy in outlets may come from chemical energy (burning fuels) which
powers a generator in a power plant.
Electrical energy can be transformed to other forms of energy in a circuit.
Light
Electrical energy can be transformed into light energy in an electric circuit if a light bulb is
added to the circuit.
The transformation in this case might be that chemical energy in a battery is transformed into
electrical energy in the circuit which is transformed into light and heat energy in the light
bulb.
Sound
Electrical energy can be transformed into sound energy in an electric circuit if a bell, buzzer,
radio, or TV is added to the circuit.
The transformation in this case might be that chemical energy in a battery is transformed into
electrical energy in the circuit which is transformed into sound energy by the buzzer.
Heat
Electrical energy can be transformed into heat energy in an electric circuit if a toaster, stove,
or heater is added to the circuit.
Conservation of Energy
6-5 The student will demonstrate an understanding of the law of conservation of energy
and the properties of energy and work. (Physical Science)
Effective August 2007 55
The transformation in this case might be that chemical energy from the fuel at the power
plant is transformed into heat energy which is transformed into mechanical energy to turn a
generator.
The generator transforms the mechanical energy into electrical energy.
Then the electrical energy in the circuit is transformed into heat energy in the heater.
Mechanical motion
Electrical energy can be transformed into the energy of mechanical motion if a fan or motor
is added to the circuit.
Transformation in this case might be that chemical energy in a battery is transformed into
electrical energy in the circuit which is transformed into the energy of mechanical motion by
the fan or motor.
A generator in a circuit can change mechanical motion into electrical energy. The
transformation in this case might be that chemical energy from the fuel at a power plant is
transformed into heat energy which is transformed into mechanical energy to turn a generator.
The generator transforms the mechanical energy into electrical energy. This is the source of
energy in electric outlets.
It is not essential for students to know the mechanisms of energy transformation, only that
energy transformations do occur. Students do not need to compare series and parallel circuits,
know how to calculate power, or use Ohm’s Law.
Assessment Guidelines:
The objective of this indicator is to illustrate energy transformations in electric circuits;
therefore, the primary focus of assessment should be to give illustrations or use illustrations to
show the concept of energy transformations (including the production of light, sound, heat, and
mechanical motion) in electric circuits. However, appropriate assessments should also require
students to recall that energy transformations can only occur when an electrical circuit is
complete; recognize devices used to transfer electrical energy to another form of energy in an
electrical circuit; or infer the types of energy transformations that would occur with specific
devices.
Conservation of Energy
6-5 The student will demonstrate an understanding of the law of conservation of energy
and the properties of energy and work. (Physical Science)
Effective August 2007 56
6-5.5 Illustrate the directional transfer of heat energy through convection, radiation, and
conduction.
Taxonomy level: 2.2-B Understand Conceptual Knowledge
Previous/Future knowledge: In 3rd
grade (3-4.3), students explained how heat moves easily
from one object to another through direct contact in some materials (called conductors) and not
so easily through other materials (called insulators). Students have not been introduced to the
concepts of radiation or convection. Students will further develop the concept of thermal energy
in high school Physical Science (PS-6.1).
It is essential for students to know energy transfer as heat can occur in three ways:
Conduction
Conduction involves objects in direct contact.
The transfer of energy as heat occurs between particles as they collide within a substance or
between two objects in contact.
All materials do not conduct heat energy equally well.
Poor conductors of heat are called insulators.
The energy transfers from an area of higher temperature to an area of lower temperature.
For example, if a plastic spoon and a metal spoon are placed into a hot liquid, the handle of
the metal spoon will get hot quicker than the handle of the plastic spoon because the heat is
conducted through the metal spoon better than through the plastic spoon.
Convection
Convection is the transfer of energy as heat by movement of the heated substance itself, as
currents in fluids (liquids and gases).
In convection, particles with higher energy move from one location to another carrying their
energy with them.
Heat transfer occurs when particles with higher energy move from warmer to cooler parts of
the fluid.
Uneven heating can result in convection, both in the air and in water. This causes currents in
the atmosphere (wind) and in bodies of water on earth which are important factors in weather
and climate.
Radiation
Radiation is the transfer of energy through space without particles of matter colliding or
moving to transfer the energy.
This radiated energy warms an object when it is absorbed.
Radiant heat energy moves from an area of higher temperature to an area of cooler
temperature.
It is not essential for students to know about areas of higher or lower density of fluids. They
also do not need to know about electromagnetic waves being transferred in radiation.
Conservation of Energy
6-5 The student will demonstrate an understanding of the law of conservation of energy
and the properties of energy and work. (Physical Science)
Effective August 2007 57
Assessment Guidelines:
The objective of this indicator is to illustrate the directional transfer of heat energy through
conduction, convection, and radiation; therefore, the primary focus of assessment should be to
give illustrations or use illustrations to show the concept of heat transfer through conduction,
convection, or radiation. However, appropriate assessments should also require students to
recognize the types of heat transfer based on descriptions of how particles behave; classify
methods of heat transfer based on how particles behave; infer the direction of heat transfer; or
summarize the direction of heat transfer in various types of heat transfer processes if given
temperature differences.
Conservation of Energy
6-5 The student will demonstrate an understanding of the law of conservation of energy
and the properties of energy and work. (Physical Science)
Effective August 2007 58
6-5.6 Recognize that energy is the ability to do work (force exerted over a distance).
Taxonomy level: 1.1-B Remember Conceptual Knowledge
Previous/Future knowledge: In 3rd
grade (3-5.3), students explained how the motion of an
object is affected by the strength of a push or pull and the mass of the object. In 5th
grade,
students illustrated the affects of force on motion (5-5.1) and explained how a change of force or
a change in mass affects the motion of an object (5-5.6). Students have not been introduced to
the concept of work in previous grades. They will further develop the concept of work in 9th
grade Physical Science (PS-6.3).
It is essential for students to know that energy is a property that enables something to do work.
Work means to (1) apply a force to an object over a distance, and (2) the object moves in
response to the force.
If something has the ability to cause a change in motion, it is has energy.
Energy can cause work to be done, so when we see work done, we see evidence of energy.
An evidence of energy is when work is being done. For example:
When a toy car at rest is pushed, work is done on the car if it moves. This work (or
movement) is evidence of energy.
When a fan is connected to an electric circuit, it moves, so work was done on the fan. This
work (or movement) is evidence of energy.
When an object is lifted, it moves, so work is done on the object. This work (or movement)
is evidence of energy.
A spring scale is used to measure force. Force (including weight) is measured in SI units called
newtons (N).
It is not essential for students to know how to calculate work using the formula of amount of
force multiplied by the distance moved, or that work is measured in units of joules.
Assessment Guidelines:
The objective of this indicator is to recognize that energy is the ability to do work (force exerted
over a distance); therefore, the primary focus of assessment should be to remember that work is
force exerted over a distance. However, appropriate assessments should require students to
recall that force is measured in newtons (N); recognize that energy can cause things to move;
identify situations that show work; or recall that work is an evidence for energy.
Conservation of Energy
6-5 The student will demonstrate an understanding of the law of conservation of energy
and the properties of energy and work. (Physical Science)
Effective August 2007 59
6-5.7 Explain how the design of simple machines (including levers, pulleys, and inclined
planes) helps reduce the amount of force required to do work.
Taxonomy level: 2.7-B Understand Conceptual Knowledge
Previous/Future knowledge: In 3rd
grade (3-5.3), students explained how the motion of an
object is affected by the strength of a push or pull and the mass of an object. In 5th
grade,
students illustrated the affects of force on motion (5-5.1) and explained how a change of force or
a change in mass affects the motion of an object (5-5.6). Students have not been introduced to
the concept of simple machines in previous grades. Students will further develop the concept of
force in 8th
grade (8-5.4) and quantitative relationships of work in high school Physical Science
(PS-6.4).
It is essential for students to know that a simple machine is a device that helps reduce the
amount of force required to do work. Work is done when a force (effort force) is applied over a
distance.
A simple machine allows the user to apply a smaller force over a larger distance to move an
object.
Simple machines can also change the direction of the force applied.
If the distance over which the effort force is exerted is increased, the same amount of work
can be done with a smaller effort force.
This is the principle that simple machines use to reduce the amount of effort force needed to
do work.
The design of the simple machines can reduce the amount of force required to do work:
Lever
A lever is a rigid bar or board that is free to move around a fixed point called a fulcrum.
The fulcrum may be placed at different locations along the bar.
A lever can be designed to reduce the amount of force required to lift a weight in two ways:
(1) By increasing the distance from the fulcrum to the point where the effort force is applied,
or (2) by decreasing the distance the weight is from the fulcrum.
By increasing the distance the effort force moves relative to the distance the weight moves, a
lever can reduce the effort force needed.
Pulley
A pulley has a grooved wheel with a rope running along the groove.
Pulleys can change the amount and/or the direction of the force applied (effort force).
By arranging the pulleys in such a way as to increase the distance that the effort force moves
relative to the distance the weight moves, a pulley can reduce the effort force needed.
Movable pulleys are used to reduce the effort force.
A single fixed pulley changes only the direction of the force (you pull down and the weight
goes up.)
Conservation of Energy
6-5 The student will demonstrate an understanding of the law of conservation of energy
and the properties of energy and work. (Physical Science)
Effective August 2007 60
Inclined plane
An inclined plane is a sloping surface, like a ramp, that reduces the amount of force required
to lift an object.
An inclined plane can be designed to reduce the force needed to lift a weight in two ways:
(1) increase the length of the ramp or (2) decrease the height of the ramp.
By increasing the distance the effort force moves (length of the ramp) relative to the distance
the weight is lifted (height of the ramp), an inclined plane can reduce the effort force needed.
It is not essential for students to know the classes of levers or how to calculate the mechanical
advantage of simple machines.
Assessment Guidelines:
The objective of this indicator is to explain how the design of simple machines helps reduce the
amount of force required to do work; therefore, the primary focus of assessment should be to
construct a cause-and-effect model which shows how the design of simple machines (including
levers, pulleys, and inclined planes) reduces the effort force or changes its direction. However,
appropriate assessments should also require students to recognize that simple machines can be
designed to reduce the force needed to move an object; interpret a diagram showing different
designs of the same simple machine to determine which would reduce the amount of force the
most based on their designs; or summarize the relationship between the design of the simple
machine and the reduction in force required to move an object.
Conservation of Energy
6-5 The student will demonstrate an understanding of the law of conservation of energy
and the properties of energy and work. (Physical Science)
Effective August 2007 61
6-5.8 Illustrate ways that simple machines exist in common tools and in complex
machines.
Taxonomy level: 2.2-B Understand Conceptual Knowledge
Previous/Future knowledge: Students have not been introduced to the concept of simple
machines in previous grade levels.
It is essential for students to know how simple machines, such as levers, pulleys, inclined
planes (ramps, wedges, screws) and wheel and axles are found in common tools and in complex
(compound) machines. For example:
Levers
Levers that have the fulcrum between where the effort force is applied and the weight is
located can be found in tools, for example, scissors (two levers working together) and
crowbar.
Levers that have the fulcrum on the end and the effort is applied in the middle to lift a weight
on the other end can be found in tools, for example, tweezers (two levers working together)
or a broom.
Levers that have the fulcrum on the end and the effort force are applied on the other end to
lift a weight in the middle can be found in tools, for example, a wheelbarrow, or a bottle
opener.
Pulleys
Pulleys that are fixed, meaning that they are attached to a structure, can be found on the top
of a flag pole and on window blinds.
Pulleys that are moveable, meaning that they are not attached to a structure, can be found on
construction cranes and as part of a block and tackle system.
Inclined planes
Inclined planes with a sloping surface can be found as ramps on a truck or wheelchair ramp
and stairs.
Inclined planes that are wedges, one inclined plane or two back-to-back inclined planes that
can move are found as knife blades or nails.
Inclined planes that are wound around a post or cylinder are called screws. Screws can be
found in bolts and jar lids.
Wheel and axles
Wheel and axles consist of two circular objects: a central shaft, called an axle, inserted
through the middle of a wheel.
Wheel and axles can be found as door knobs, steering wheels, screwdrivers, gears, and
bicycles wheels.
Conservation of Energy
6-5 The student will demonstrate an understanding of the law of conservation of energy
and the properties of energy and work. (Physical Science)
Effective August 2007 62
Complex machines
Complex machines, also known as compound machines, consist of two or more simple machines.
Examples may include:
scissors consisting of two levers and two inclined planes (wedges);
a fishing pole consisting of a lever, a wheel and axle and a pulley;
a bicycle consists of levers (handlebars and handbrakes), wheel and axles (gears, wheels, and
pedals), and a number of screws.
It is not essential for students to know which classes of levers are in common tools or complex
machines.
Assessment Guidelines:
The objective of this indicator is to illustrate ways that simple machines exist in common tools
and in complex machines; therefore the primary focus of assessment should be to simple
machines that are part of simple tools and of complex machines using pictures, diagrams, or
word descriptions. However, appropriate assessments should also require students to identify the
types of simple machines that are found in common tools and in complex machines; interpret a
diagram of common tools or complex machines to identify the simple machines present;
exemplify common tools that are simple machines; or exemplify the use of simple machines in
everyday life.