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EAST LONGMEADOW PUBLIC SCHOOLS |
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2006 - 2007 DISTRICT CURRICULUM GUIDES |
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Science - Grade 6 |
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Heat Transfer
The learner will be able to
differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through the earth's system. Give examples of each.
- Explain the relationship among the energy provided by the sun; the global patterns of atmospheric movement; and the temperature differences among water, land, and atmosphere.
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| Strand |
Scope |
Source |
| Earth: Energy |
Introduce |
Massachusetts Curriculum Frameworks |
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The Earth in the solar system
The learner will be able to
recognize that gravity is a force that pulls all things on and near the earth toward the center of the earth. Gravity plays a major role in the formation of the planets, stars, and solar system and in determining their motions.
- Describe lunar and solar eclipses, the observed moon phases, and tides. Relate them to the relative positions of the earth, moon, and sun.
- Compare and contrast properties and conditions of objects in the solar system (i.e., sun, planets, and moons) to those on earth (i.e., gravitational force, distance from the sun, speed, movement, temperature, and atmospheric conditions).
- Explain how the tilt of the earth and its revolution around the sun result in an uneven heating of the earth, which in turn causes the seasons.
- Recognize that the universe contains many billions of galaxies, and that each galaxy contains many billions of stars.
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| Strand |
Scope |
Source |
| Earth/Space Science |
Introduce |
Massachusetts Curriculum Frameworks |
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Cells
The learner will be able to
recognize that all organisms are composed of cells, and that most organisms are single-celled. In these single-celled organisms, one cell must carry out all of the basic functions of life.
- Compare and contrast plant and animal cells, including major organelles (cell membrane, cell wall, nucleus, cytoplasm, chloroplasts, mitochondria, vacuoles).
- Recognize that within cells, many of the basic functions of organisms (e.g., extracting energy from food and getting rid of waste) are carried out. The way in which cells function is similar in all living organisms.
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| Strand |
Scope |
Source |
| Cells |
Introduce |
Massachusetts Curriculum Frameworks |
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Reproduction and Heredity
The learner will be able to
recognize that every organism requires a set of instructions for specifying its traits. Heredity is the passage of these instructions from one generation to another.
- Recognize that hereditary information is contained in genes located in the chromosomes of each cell. A human cell contains many thousands of different genes.
- Differentiate between sexual reproduction (offspring inherit half of their genes from each parent) and asexual reproduction (offspring is an identical copy of the parent's cell).
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| Strand |
Scope |
Source |
| Heredity: Traits |
Introduce |
Massachusetts Curriculum Frameworks |
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Energy in Living Things
The learner will be able to
recognize that producers (plants that contain chlorophyll) use the energy from sunlight to make sugars from carbon dioxide and water through a process called photosynthesis. This food can be used immediately, stored for later use, or used by other organisms.
| Strand |
Scope |
Source |
| Plants: Photosynthesis |
Master |
Massachusetts Curriculum Frameworks |
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Properties of Matter
The learner will be able to
differentiate between weight and mass, recognizing that weight is the amount of gravitational pull on an object.
- Differentiate between volume and mass.
- Recognize that the measurement of volume and mass requires understanding of the sensitivity of measurement tools (e.g., rulers, graduated cylinders, balances) and knowledge and appropriate use of significant digits.
- Explain and give examples of how mass is conserved in a closed system.
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| Strand |
Scope |
Source |
| Matter: Properties |
Introduce |
Massachusetts Curriculum Frameworks |
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Elements, Compounds and Mixtures
The learner will be able to
recognize that there are more than 100 elements that combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter.
- Differentiate between an atom (the smallest unit of an element that maintains the characteristics of that element) and a molecule (the smallest unit of a compound that maintains the characteristics of that compound).
- Give basic examples of elements and compounds.
- Differentiate between mixtures and pure substances.
- Recognize that a substance (element or compound) has a melting point and a boiling point, both of which are independent of the amount of the sample.
- Differentiate between physical changes and chemical changes.
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| Strand |
Scope |
Source |
| Chemical Compounds |
Introduce |
Massachusetts Curriculum Frameworks |
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Motion of Objects
The learner will be able to
explain and give examples of how the motion of an object can be described by its position, direction of motion, and speed.
- Graph and interpret distance vs. time graphs for constant speed.
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| Strand |
Scope |
Source |
| Motion |
Introduce |
Massachusetts Curriculum Frameworks |
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Forms of Energy
The learner will be able to
differentiate between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa.
| Strand |
Scope |
Source |
| Energy |
Introduce |
Massachusetts Curriculum Frameworks |
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Heat Energy
The learner will be able to
recognize that heat is a form of energy and that temperature change results from adding or taking away heat from a system.
- Explain the effect of heat on particle motion through a description of what happens to particles during a change in phase.
- Give examples of how heat moves in predictable ways, moving from warmer objects to cooler ones until they reach equilibrium.
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| Strand |
Scope |
Source |
| Heat |
Introduce |
Massachusetts Curriculum Frameworks |
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