Saint Odilo Catholic School
Saint Odilo Curriculum 2005-06

Science - Grade 6

Science

The Illinois Learning Standards for Science were developed using the 1985 State Goals for Science, the National Science Education Standards, various other state and national works, and local education standards contributed by team members.

Science is a creative endeavor of the human mind. It offers a special perspective of the natural world in terms of understanding and interaction. The aim of science education is to develop in learners a rich and full understanding of the inquiry process; the key concepts and principles of life sciences, physical science, and earth and space sciences; and issues of science, technology, and society in historical and contemporary contexts. The National Science Education Standards present these understandings and their interactions with the natural world as eight science content standard categories. The Illinois Learning Standards for Science integrate these categories into a powerful resource for the design and evaluation of science curricula taught in Illinois schools.

The Illinois Learning Standards for Science are organized by goals that inform one another and depend upon one another for meaning. Expectations for learners related to the inquiry process are presented in standards addressing the doing of science and elements of technological design. Unifying concepts connect scientific understanding and process and are embedded in standards spanning life science, physical science, and earth and space science. The importance of this knowledge and its application is conveyed in standards describing the conventions and nature of the scientific enterprise and the interplay among science, technology and society in past, present and future contexts.

Through Applications of Learning, students demonstrate and deepen their understanding of basic knowledge and skills. These applied learning skills cross academic disciplines and reinforce the important learning of the disciplines. The ability to use these skills will greatly influence students' success in school, in the workplace and in the community.

SOLVING PROBLEMS - - Recognize and investigate problems; formulate and propose solutions supported by reason and evidence.

Asking questions and seeking answers are at the heart of scientific inquiry. Following the steps of scientific inquiry, students learn how to gather evidence, review and understand their findings, and compare their solutions with those of others. They learn that there can be differing solutions to the same problem, some more useful than others. In the process, they learn and apply scientific principles. They also learn to be objective in deciding whether their solutions meet specifications and perform as desired.

COMMUNICATING - - Express and interpret information and ideas.

Scientists must carefully describe their methods and results to a variety of audiences, including other scientists. This requires precise and complete descriptions and the presentation of conclusions supported by evidence. Young science students develop the powers of observation and description. Older students gain the ability to organize and study data, to determine its meaning, to translate their findings into clear understandable language and to compare their results with those of other investigators.

USING TECHNOLOGY - - Use appropriate instruments, electronic equipment, computers and networks to access information, process ideas and communicate results.

Technology is invented and improved by the use of scientific principles. In turn, scientists depend on technology in performing experiments, analyzing data and communicating the results. Science students learn to use a range of technologies: instruments, computer hardware and software, on-line services and equipment, primary source data and images, and communication networks. They learn how technology, in turn, is the result of a scientific design process that includes continual refinements and improvements.

WORKING ON TEAMS - - Learn and contribute productively as individuals and as members of groups.

The practical application of science requires both individual and group efforts. Individuals bring unique insight and focus to the work of inquiry and problem solving. Working in groups, scientists pose questions, share hypotheses, divide their experimental efforts, and share data and results. Science students have the opportunity to work both ways - - as individuals and as members of teams organized to conduct complex investigations and solve problems.

MAKING CONNECTIONS - - Recognize and apply connections of important information and ideas within and among learning areas.

Science has many disciplines, all interrelated. Understanding the functioning of living things depends on knowing chemistry; understanding chemistry depends on knowing physics. In the same way, science itself is highly dependent on mathematics - - and it also relates strongly to medicine, geography, physical development and health, social trends and issues, and many other topics. Science, at its best, provides knowledge and skills that improve the understanding of virtually all subjects. The Terra Nova Multiple Assessments Battery for Science "measures knowledge of key concepts and facility with science process skills. By applying scientific concepts to objects and situations that are familiar to them, students draw connections between what they learn in the classroom and what they find in their own lives. Engaging graphics, photographs, and page designs typify science instructional materials and invite students to participate fully in the test.

The test covers the traditional core areas of science - inquiry, physical science, life science, Earth and space sciences - and adds science and technology, science in personal and social perspectives, and the history and nature of science, as suggested in the National Science Education Standards. Implicit in many questions is the measurement of higher-order thinking skills - the student's ability to analyze, infer, synthesize, and evaluate." In Science, the goal is for all students to achieve scientific literacy. The objectives and competencies included in this curriculum deal with scientific concepts and the application of those concepts within the field of science and in other fields of study. The National Science Education Standards outline "what students should know, understand, and be able to do in the natural sciences over the course of K-12 education.

Grade 6

The Illinois Learning Standards for Science provides goals and standards at the Late Elementary level. In the Sixth Grade Science course, students continue to build their knowledge of science and scientific concepts, as well as improve their communication skills. In addition, students begin to solve problems involving science, mathematics, and technology.


Earth and Space Science
STATE GOAL 12: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences.

Why This Goal Is Important:
This goal is comprised of key concepts and principles in the life, physical and earth/space sciences that have considerable explanatory and predictive power for scientists and non-scientists alike. These ideas have been thoroughly studied and have stood the test of time. Knowing and being able to apply these concepts, principles and processes help students understand what they observe in nature and through scientific experimentation. A working knowledge of these concepts and principles allows students to relate new subject matter to material previously learned and to create deeper and more meaningful levels of understanding.

As a result of their schooling students will be able to:
E. Know and apply concepts that describe the features and processes of the Earth and its resources.
    12.E.2a Identify and explain natural cycles of the Earth's land, water and atmospheric systems (e.g., rock cycle, water cycle, weather patterns).
    12.E.2b Describe and explain short-term and long-term interactions of the Earth's components (e.g., earthquakes, types of erosion).
    12.E.2c Identify and classify recyclable materials.
F. Know and apply concepts that explain the composition and structure of the universe and Earth's place in it.
    12.F.2a Identify and explain natural cycles and patterns in the solar system (e.g., order of the planets; moon phases; seasons as related to Earth's tilt, one's latitude, and where Earth is in its yearly orbit around the sun).
    12.F.2b Explain the apparent motion of the sun and stars.
    12.F.2c Identify easily recognizable star patterns (e.g., the Big Dipper, constellations). 12.F.3c Compare and contrast the sun as a star with other objects in the Milky Way Galaxy (e.g., nebulae, dust clouds, stars, black holes). The Earth and Space Science unit includes properties of the Earth, moon, sun, solar system, and universe.

    Gravity: Solar System/Explore/Affects
The learner will be able to explore how gravity affects motion in the solar system.
Strand Bloom's Scope Hours Source
Gravity Master The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Sample: Earth and Space Science
The learner will be able to This is a sample item. Please replace with an Objective or Competency that meets your specific curriculum requirements.
Strand Bloom's Scope Hours Source
Earth Master IL: Learning Standards, July 1997, Later Elementary
  
    Earth: Structure
The learner will be able to understand the structure of the Earth.
Strand Bloom's Scope Hours Source
Earth: Properties Knowledge Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Earth: Organisms
The learner will be able to understand how living organisms have affected the Earth.
Strand Bloom's Scope Hours Source
Earth: Properties Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Moon: Gravity on Earth
The learner will be able to associate the Earth's gravity to the lunar orbit.
Strand Bloom's Scope Hours Source
Moon Comprehension Master 0.5 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Moon: Phases
The learner will be able to associate the phases of the moon to the lunar orbit.
Strand Bloom's Scope Hours Source
Moon Application Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Solar System: Earth
The learner will be able to understand Earth as it exists in our solar system.
Strand Bloom's Scope Hours Source
Solar System Knowledge Master 1.0 Terra Nova, Multiple Assessments, 1997, Level 17, Item#9, Item#35 tested in week 36 of next year.
  
    Gravity: Solar System
The learner will be able to understand that gravity is the force that maintains the orbit of planets around the sun.
Strand Bloom's Scope Hours Source
Gravity Knowledge Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Systems: Understand
The learner will be able to understand that there are many different systems, such as the water cycle or solar system, that exist in our world.
Strand Bloom's Scope Hours Source
Systems Comprehension Master 1.0 Terra Nova, Multiple Assessments, 1997, Level 17, Item#21, Item#24 tested in week 36 of next year.
  
    Soil: Components
The learner will be able to understand that soil consists of weathered rocks and decomposed organic material.
Strand Bloom's Scope Hours Source
Soil Knowledge Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Technology: Monitoring Earth
The learner will be able to explain the technology used to monitor Earth.
Strand Bloom's Scope Hours Source
Technology: Earth and Space Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Technology: Monitoring Space
The learner will be able to explain the technology used to monitor space.
Strand Bloom's Scope Hours Source
Technology: Earth and Space Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Earth: History
The learner will be able to understand the Earth's history.
Strand Bloom's Scope Hours Source
Earth: History Knowledge Master 1.0 Terra Nova, Multiple Assessments, 1997, Level 17, Item#23, Item#34 tested in week 36 of next year.
  
    Earth: Layers
The learner will be able to understand the layers of the Earth: lithosphere, mantel, and core.
Strand Bloom's Scope Hours Source
Earth: Layers Knowledge Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Earth: Materials/Properties
The learner will be able to understand the properties of Earth's materials.
Strand Bloom's Scope Hours Source
Earth: Materials Comprehension Master 1.5 Terra Nova, Multiple Assessments, 1997, Level 17, Item#14 tested in week 36 of next year.
  
    Earth/Space Science: Concepts
The learner will be able to comprehend the most pertinent ideas and principles of Earth/Space science.
Strand Bloom's Scope Hours Source
Earth/Space Science Application Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 17, Obj Statement #22 tested in week 36 of next year.
  
    Earth/Space Science: Use
The learner will be able to use understanding of Earth/Space science in experiments and real world situations.
Strand Bloom's Scope Hours Source
Earth/Space Science Application Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 17, Obj Statement #22 tested in week 36 of next year.
  
    Weather: Influences On/Identify
The learner will be able to identify the conditions that affect weather.
Strand Bloom's Scope Hours Source
Weather: Influences On Knowledge Master 0.5 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Weather: Influences On/Understand/Oceans
The learner will be able to understand that oceans affect weather and climate.
Strand Bloom's Scope Hours Source
Weather: Influences On Comprehension Master 0.5 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  

Life Science
STATE GOAL 12: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences.

Why This Goal Is Important:
This goal is comprised of key concepts and principles in the life, physical and earth/space sciences that have considerable explanatory and predictive power for scientists and non-scientists alike. These ideas have been thoroughly studied and have stood the test of time. Knowing and being able to apply these concepts, principles and processes help students understand what they observe in nature and through scientific experimentation. A working knowledge of these concepts and principles allows students to relate new subject matter to material previously learned and to create deeper and more meaningful levels of understanding.

As a result of their schooling students will be able to:
A. Know and apply concepts that explain how living things function, adapt and change.
    12.A.2a Describe simple life cycles of plants and animals and the similarities and differences in their offspring.
    12.A.2b Categorize features as either inherited or learned (e.g., flower color or eye color is inherited; language is learned).
B. Know and apply concepts that describe how living things interact with each other and with their environment.
    12.B.2a Describe relationships among various organisms in their environments (e.g., predator/prey, parasite/host, food chains and food webs).
    12.B.2b Identify physical features of plants and animals that help them live in different environments (e.g., specialized teeth for eating certain foods, thorns for protection, insulation for cold temperature). The Life Science unit includes organism characteristics, reproduction and heredity, human health, populations, life cycles, ecosystems, and the environment.

    Ecosystems: Understand
The learner will be able to begin to understand ecosystems.
Strand Bloom's Scope Hours Source
Ecosystems Master Terra Nova, Multiple Assessments, 1997, Level 17, Item#2, Item#4 tested in week 36 of next year.
  
    Sample: Life Science
The learner will be able to This is a sample item. Please replace with an Objective or Competency that meets your specific curriculum requirements.
Strand Bloom's Scope Hours Source
Biology Master IL: Learning Standards, July 1997, Later Elementary
  
    Environment: Conservation
The learner will be able to display a commitment to conservation.
Strand Bloom's Scope Hours Source
Environment: Conservation Master The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Humans: Life Cycle
The learner will be able to explain the human life cycle.
Strand Bloom's Scope Hours Source
Human Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Cells: Animals and Plants
The learner will be able to compare and contrast plant cells with animal cells.
Strand Bloom's Scope Hours Source
Cells Application Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Living and Non-Living
The learner will be able to distinguish between living and non-living things.
Strand Bloom's Scope Hours Source
Living/Non-Living Things Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Living Things: Diversity
The learner will be able to compare the diversity of life in the present day to the total diversity of life since the beginning of time.
Strand Bloom's Scope Hours Source
Living Things Application Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Living Things: Functions
The learner will be able to understand the functions of living things.
Strand Bloom's Scope Hours Source
Living Things Knowledge Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Organisms: Adaptation and Diversity
The learner will be able to understand the adaptations and diversity of organisms.
Strand Bloom's Scope Hours Source
Organisms Comprehension Master 1.5 Terra Nova, Multiple Assessments, 1997, Level 17, Item#1, Item#6, Item#11, Item#28 tested in week 36 of next year.
  
    Reproduction: Sexual/Asexual/Comprehend
The learner will be able to comprehend how sexual and/or asexual reproduction occur.
Strand Bloom's Scope Hours Source
Reproduction Application Master 1.5 Terra Nova, Multiple Assessments, 1997, Level 17, Item#27 tested in week 36 of next year.
  
    Environment: Quality
The learner will be able to develop an understanding about environmental quality.
Strand Bloom's Scope Hours Source
Environment Comprehension Master 1.5 Terra Nova, Multiple Assessments, 1997, Level 17, Item#32 tested in week 36 of next year.
  
    Biology: Concepts
The learner will be able to comprehend the most pertinent ideas and principles of biology.
Strand Bloom's Scope Hours Source
Biology Application Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 17, Obj Statement #21 tested in week 36 of next year.
  
    Biology: Use
The learner will be able to use understanding of biology in experiments and real world situations.
Strand Bloom's Scope Hours Source
Biology Application Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 17, Obj Statement #21 tested in week 36 of next year.
  
    Laboratory Skills: Procedures
The learner will be able to examine and care for living organisms using the proper laboratory procedures.
Strand Bloom's Scope Hours Source
Laboratory & Field Skills: Life Scie Application Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Animals & Plants: Geography
The learner will be able to understand how plants and animals are affected by geography.
Strand Bloom's Scope Hours Source
Animals and Plants Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Heredity: Living Things
The learner will be able to understand the heredity of living things.
Strand Bloom's Scope Hours Source
Heredity Knowledge Master 1.0 Terra Nova, Multiple Assessments, 1997, Level 17, Item#27 tested in week 36 of next year.
  
    Heredity: Hybrid and Purebred
The learner will be able to explain the difference between a hybrid and a purebred organism.
Strand Bloom's Scope Hours Source
Heredity Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Cells: Energy
The learner will be able to understand that cells release or produce energy which organisms need to live.
Strand Bloom's Scope Hours Source
Cells: Energy and Food Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Food Web: Definition
The learner will be able to understand that a food web is the relationship between producers, consumers, and decomposers.
Strand Bloom's Scope Hours Source
Food Webs Knowledge Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Food Webs
The learner will be able to distinguish between different food webs.
Strand Bloom's Scope Hours Source
Food Webs Application Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Biomes: Population
The learner will be able to describe the interdependence of a biome's population.
Strand Bloom's Scope Hours Source
Biomes Comprehension Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Human Hazards: Natural/Risks
The learner will be able to understand the risks associated with natural hazards: fires, floods, tornadoes, volcanic eruption, earthquakes, etc.
Strand Bloom's Scope Hours Source
Human Hazards Knowledge Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Human Hazards: Chemical/Risks
The learner will be able to understand the risks associated with chemical hazards: pollutants in the air, water, soil and food.
Strand Bloom's Scope Hours Source
Human Hazards Knowledge Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Human Substances: Natural/Alternatives
The learner will be able to identify methods in which the human body obtains natural substances without actually producing them, such as vitamins.
Strand Bloom's Scope Hours Source
Human Health: Substances Knowledge Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Human Substances: Natural/Produce
The learner will be able to identify the natural substances the human body is able to produce on its own.
Strand Bloom's Scope Hours Source
Human Health: Substances Knowledge Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Human Exercise: Benefits
The learner will be able to understand the benefits of exercise to the human body: healthy weight, energy, strong bones and muscles, strong heart and lungs, improved mental health.
Strand Bloom's Scope Hours Source
Human Health: Exercise Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Human Health: Personal/Community
The learner will be able to develop an understanding of personal and community health.
Strand Bloom's Scope Hours Source
Human Health: Personal & Community Knowledge Master 1.0 Terra Nova, Multiple Assessments, 1997, Level 17, Item#13 tested in week 36 of next year.
  
    Human Health: Environment
The learner will be able to associate the good health of humans to the safety levels of the soil, water, and air.
Strand Bloom's Scope Hours Source
Human Health Synthesis Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Living Things: Behavior and Regulation
The learner will be able to understand the behavior and regulation of living things.
Strand Bloom's Scope Hours Source
Living Things: Behavior Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade; Terra Nova, Multiple Assessments, 1997, Level 17, Item#29 tested in week 36 of next year.
  
    Living Things: Regulation
The learner will be able to understand that regulation of a living thing's internal environment involves awareness of the internal environment and subsequent changing of physiological activities to keep conditions within the range required to survive.
Strand Bloom's Scope Hours Source
Living Things: Behavior Knowledge Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Living Things: Population
The learner will be able to begin to understand populations.
Strand Bloom's Scope Hours Source
Living Things: Population Knowledge Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Cells: Single Cell Organisms
The learner will be able to understand that most organisms are single cells, but that humans are multicellular.
Strand Bloom's Scope Hours Source
Cells: Single and Multiple Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Cells: Single Cell Organisms
The learner will be able to describe the life functions of single cell organisms.
Strand Bloom's Scope Hours Source
Cells: Single and Multiple Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Environment: Population
The learner will be able to show that s/he knows populations.
Strand Bloom's Scope Hours Source
Environment: Population Application Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 17, Item#2, Item#4 tested in week 36 of next year.
  
    Living Things: Classification
The learner will be able to understand the need to classify living things in order to better study them.
Strand Bloom's Scope Hours Source
Living Things: Characteristics Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Living Things: Classification
The learner will be able to classify living things based on their common characteristics.
Strand Bloom's Scope Hours Source
Living Things: Characteristics Application Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Living Things: Classification
The learner will be able to understand the classification of living things.
Strand Bloom's Scope Hours Source
Living Things: Characteristics Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Living Things: Energy
The learner will be able to understand how living things get food and convert that food to energy.
Strand Bloom's Scope Hours Source
Living Things: Energy Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Organisms: Compare
The learner will be able to compare organisms using the following criteria: anatomical attributes, methods of movement, means of reproduction, and stages of development.
Strand Bloom's Scope Hours Source
Organisms: Characteristics Application Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Structure and Function: Comprehend
The learner will be able to comprehend the relationship between an organisms structure and function.
Strand Bloom's Scope Hours Source
Organisms: Function and Structure Application Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 17, Item#36 tested in week 36 of next year.
  
    Genes: Understand/Located
The learner will be able to understand that genes are located in the chromosomes of each cell.
Strand Bloom's Scope Hours Source
Genes Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Genes: Understand/Information
The learner will be able to understand that genes contain hereditary information.
Strand Bloom's Scope Hours Source
Genes Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Genes: Understand/Unit of Information
The learner will be able to understand that a single gene carries a single unit of hereditary information.
Strand Bloom's Scope Hours Source
Genes Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Skeletal: Explain/Components/Functions
The learner will be able to explain the components and functions of the human skeletal system.
Strand Bloom's Scope Hours Source
Skeletal System Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Muscular: Explain/Components/Functions
The learner will be able to explain the components and functions of the human muscular system.
Strand Bloom's Scope Hours Source
Muscular System Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Endocrine: Associate/Changes/Humans
The learner will be able to associate changes in the endocrine system to the growth and development of humans.
Strand Bloom's Scope Hours Source
Endocrine System Synthesis Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  

Physical Science
STATE GOAL 12: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences.

Why This Goal Is Important:
This goal is comprised of key concepts and principles in the life, physical and earth/space sciences that have considerable explanatory and predictive power for scientists and non-scientists alike. These ideas have been thoroughly studied and have stood the test of time. Knowing and being able to apply these concepts, principles and processes help students understand what they observe in nature and through scientific experimentation. A working knowledge of these concepts and principles allows students to relate new subject matter to material previously learned and to create deeper and more meaningful levels of understanding.

As a result of their schooling students will be able to:
C. Know and apply concepts that describe properties of matter and energy and the interactions between them.
    12.C.2a Describe and compare types of energy including light, heat, sound, electrical and mechanical. 12.C.2b Describe and explain the properties of solids, liquids and gases.
D. Know and apply concepts that describe force and motion and the principles that explain them.
    12.D.2a Explain constant, variable and periodic motions.
    12.D.2b Demonstrate and explain ways that forces cause actions and reactions (e.g., magnets attracting and repelling; objects falling, rolling and bouncing). The Physical Science unit includes properties of objects, motion of objects, matter, energy, light, heat, electricity, magnetism, and force.

    Light: Understand
The learner will be able to develop an understanding of light.
Strand Bloom's Scope Hours Source
Light Master Terra Nova, Multiple Assessments, 1997, Level 17, Item#7, #8 tested in week 36 of next year.
  
    Electricity: Understand
The learner will be able to develop an understanding of electricity.
Strand Bloom's Scope Hours Source
Electricity Master Terra Nova, Multiple Assessments, 1997, Level 17, Item#7, #8 tested in week 36 of next year.
  
    Sample: Physical Science
The learner will be able to This is a sample item. Please replace with an Objective or Competency that meets your specific curriculum requirements.
Strand Bloom's Scope Hours Source
Physics Master IL: Learning Standards, July 1997, Later Elementary
  
    Heat: Understand
The learner will be able to develop an understanding of heat.
Strand Bloom's Scope Hours Source
Heat Comprehension Master 1.0 Terra Nova, Multiple Assessments, 1997, Level 17, Item#7, #8 tested in week 36 of next year.
  
    Force and Work
The learner will be able to associate energy and force with work.
Strand Bloom's Scope Hours Source
Force, Work, and Distance Application Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Gases: Properties
The learner will be able to identify the macroscopic properties of gases.
Strand Bloom's Scope Hours Source
Gases Knowledge Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Liquids: Properties
The learner will be able to identify the macroscopic properties of liquids.
Strand Bloom's Scope Hours Source
Liquids: Properties Knowledge Master 0.5 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Motion: Relative to Others/Understand
The learner will be able to understand that the motion of an object is relative to other objects or backgrounds.
Strand Bloom's Scope Hours Source
Motion: Relative to Others Comprehension Master 0.5 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Solids: Properties
The learner will be able to identify the macroscopic properties of solids.
Strand Bloom's Scope Hours Source
Solids: Properties Knowledge Master 0.5 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Matter: Chemical & Physical Changes
The learner will be able to differentiate between chemical and physical changes of matter.
Strand Bloom's Scope Hours Source
Matter: Chemical and Physical Changes Application Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Mass: Weight
The learner will be able to understand the difference between mass and weight.
Strand Bloom's Scope Hours Source
Mass Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Electricity and Magnetism
The learner will be able to explain the relationship between electricity and magnetism.
Strand Bloom's Scope Hours Source
Electricity and Magnetism Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Light: Object/Sight
The learner will be able to understand that in order to see an object, light must be emitted by it or scattered from it.
Strand Bloom's Scope Hours Source
Light: Matter/Objects Knowledge Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Electricity: Static & Current
The learner will be able to differentiate between static and current electricity.
Strand Bloom's Scope Hours Source
Electricity: Static Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Forces: Motion/Multiple Forces
The learner will be able to understand that multiple forces on an object will either reinforce or cancel each other, depending on the direction and magnitude of the forces.
Strand Bloom's Scope Hours Source
Forces: Motion Knowledge Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Physical Science: Concepts
The learner will be able to comprehend the most pertinent ideas and principles of physical science.
Strand Bloom's Scope Hours Source
Physical Science Application Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 17, Obj Statement #20 tested in week 36 of next year.
  
    Physical Science: Use
The learner will be able to use understanding of physical science in experiments and real world situations.
Strand Bloom's Scope Hours Source
Physical Science Application Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 17, Obj Statement #20 tested in week 36 of next year.
  
    Energy: Develop/Understanding
The learner will be able to develop an understanding of energy.
Strand Bloom's Scope Hours Source
Energy Comprehension Master 1.0 Terra Nova, Multiple Assessments, 1997, Level 17, Item#10, Item#12, Item#33 tested in week 36 of next year.
  

Research and Inquiry
STATE GOAL 11: Understand the processes of scientific inquiry and technological design  to investigate questions, conduct experiments and solve problems.

Why This Goal Is Important:
The inquiry process prepares learners to engage in science and apply methods of technological design. This understanding will enable students to pose questions, use models to enhance understanding, make predictions, gather and work with data, use appropriate measurement methods, analyze results, draw conclusions based on evidence, communicate their methods and results, and think about the implications of scientific research and technological problem solving.

As a result of their schooling students will be able to:
A. Know and apply the concepts, principles and processes of scientific inquiry.
    11.A.2a Formulate questions on a specific science topic and choose the steps needed to answer the questions.
    11.A.2b Collect data for investigations using scientific process skills including observing, estimating and measuring.
    11.A.2c Construct charts and visualizations to display data.
    11.A.2d Use data to produce reasonable explanations.
    11.A.2e Report and display the results of individual and group investigations.
B. Know and apply the concepts, principles and processes of technological design.
    11.B.2a Identify a design problem and propose possible solutions.
    11.B.2b Develop a plan, design and procedure to address the problem identifying constraints (e.g., time, materials, technology).
    11.B.2c Build a prototype of the design using available tools and materials.
    11.B.2d Test the prototype using suitable instruments, techniques and quantitative measurements to record data.
    11.B.2e Assess test results and the effectiveness of the design using given criteria and noting possible sources of error.
    11.B.2f Report test design, test process and test results.
    
STATE GOAL 13: Understand the relationships among science, technology and society in historical and contemporary contexts.

Why This Goal Is Important:
Understanding the nature and practices of science such as ensuring the validity and replicability of results, building upon the work of others and recognizing risks involved in experimentation gives learners a useful sense of the scientific enterprise. In addition, the relationships among science, technology and society give humans the ability to change and improve their surroundings. Learners who understand this relationship will be able to appreciate the efforts and effects of scientific discovery and applications of technology on their own lives and on the society in which we live.

As a result of their schooling students will be able to:
A. Know and apply the accepted practices of science.
    13.A.2a Demonstrate ways to avoid injury when conducting science activities (e.g., wearing goggles, fire extinguisher use).
    13.A.2b Explain why similar investigations may not produce similar results.
    13.A.2c Explain why keeping accurate and detailed records is important.
B. Know and apply concepts that describe the interaction between science, technology and society.
    13.B.2a Explain how technology is used in science for a variety of purposes (e.g., sample collection, storage and treatment; measurement; data collection, storage and retrieval; communication of information).
    13.B.2b Describe the effects on society of scientific and technological innovations (e.g., antibiotics, steam engine, digital computer).
    13.B.2c Identify and explain ways that science and technology influence the lives and careers of people.
    13.B.2d Compare the relative effectiveness of reducing, reusing and recycling in actual situations.
    13.B.2e Identify and explain ways that technology changes ecosystems (e.g., dams, highways, buildings, communication networks, power plants).
    13.B.2f Analyze how specific personal and societal choices that humans make affect local, regional and global ecosystems (e.g., lawn and garden care, mass transit). The Research and Inquiry unit includes the history and development of science and scientists, investigation techniques, the use of instruments in science, communication of scientific concepts, and real world issues that surround science, technology, and mathematics.

    Communicate: Problem Solving Process
The learner will be able to use oral, written, and graphical communication to describe a problem, its design, and its solution.
Strand Bloom's Scope Hours Source
Communication Master The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Sample: Research and Inquiry
The learner will be able to This is a sample item. Please replace with an Objective or Competency that meets your specific curriculum requirements.
Strand Bloom's Scope Hours Source
Research Master IL: Learning Standards, July 1997, Later Elementary
  
    Inquiry: Skills
The learner will be able to begin to develop the skills necessary to perform scientific inquiries.
Strand Bloom's Scope Hours Source
Scientific Inquiry Master Terra Nova, Multiple Assessments, 1997, Level 17, Item#3, Item#15, Item#22, Item#25, Item#37 tested in week 36 of next year.
  
    Attitudes/Values: Develop/Endeavor
The learner will be able to develop an appreciation for science as a human endeavor.
Strand Bloom's Scope Hours Source
Attitudes/Values Master Terra Nova, Multiple Assessments, 1997, Level 17, Obj Statement #25 tested in week 36 of next year.
  
    Communicate: Investigations
The learner will be able to communicate scientific investigations.
Strand Bloom's Scope Hours Source
Communication Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Communicate: Information
The learner will be able to communicate scientific information.
Strand Bloom's Scope Hours Source
Communication Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Communicate: Explanations
The learner will be able to communicate scientific explanations.
Strand Bloom's Scope Hours Source
Communication Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Data: Analyze
The learner will be able to analyze scientific data to formulate a solution.
Strand Bloom's Scope Hours Source
Scientific Data Analysis Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Data: Explanations
The learner will be able to use scientific data to make reasonable explanations.
Strand Bloom's Scope Hours Source
Scientific Data Synthesis Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Evidence: Descriptions/Develop
The learner will be able to use scientific evidence to develop descriptions.
Strand Bloom's Scope Hours Source
Evidence Synthesis Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Explanations: Use and Change
The learner will be able to understand that scientists use an explanation until a new explanation is discovered.
Strand Bloom's Scope Hours Source
Explanations Knowledge Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Investigations: Scientific Knowledge
The learner will be able to understand that scientific investigations are driven by current knowledge.
Strand Bloom's Scope Hours Source
Investigations Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Questioning: Skepticism
The learner will be able to understand that constructive skepticism is helpful in the advancement of science.
Strand Bloom's Scope Hours Source
Questioning Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Math & Science: Importance
The learner will be able to understand the importance of mathematics in all aspects of scientific inquiries.
Strand Bloom's Scope Hours Source
Math & Science Knowledge Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Problem Solving: Constraints/Communicate
The learner will be able to use drawings and models to communicate the constraints of a proposed solution.
Strand Bloom's Scope Hours Source
Problem Solving Application Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Problem Solving: Evaluation of Results
The learner will be able to evaluate the results of a problem.
Strand Bloom's Scope Hours Source
Problem Solving Evaluation Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Problem Solving: Modifications
The learner will be able to evaluate the results of a problem and offer improvements or modifications when appropriate.
Strand Bloom's Scope Hours Source
Problem Solving Evaluation Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Science: Limits
The learner will be able to explain the limitations of science.
Strand Bloom's Scope Hours Source
Science Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Laboratory Skills: Use/Equipment
The learner will be able to use laboratory equipment properly.
Strand Bloom's Scope Hours Source
Laboratory Skills Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Measurement: Expression
The learner will be able to express measurements using appropriate units.
Strand Bloom's Scope Hours Source
Measurement Application Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Technology: Testing
The learner will be able to discuss the importance of testing technology and its products before releasing to the general public.
Strand Bloom's Scope Hours Source
Technology Evaluation Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Science, Tech. & Society: Impact
The learner will be able to explain the impact technology has had on science and society.
Strand Bloom's Scope Hours Source
Science, Tech. & Society Comprehension Master 5.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Science: Enterprises
The learner will be able to identify instances that represent the global nature of the scientific enterprise.
Strand Bloom's Scope Hours Source
Science and Other Fields of Study Knowledge Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Science: Other Fields of Study
The learner will be able to apply scientific theories and processes to other fields of study.
Strand Bloom's Scope Hours Source
Science and Other Fields of Study Application Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Society
The learner will be able to understand the societal perspective of populations, resources, and environments.
Strand Bloom's Scope Hours Source
Science & Society Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Society: Natural Hazards
The learner will be able to understand how natural hazards affect society.
Strand Bloom's Scope Hours Source
Science & Society Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Society: Concepts
The learner will be able to comprehend the most pertinent ideas and principles of science that effect society.
Strand Bloom's Scope Hours Source
Science & Society Application Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 17, Obj Statement #24 tested in week 36 of next year.
  
    Inquiry: Principles
The learner will be able to understand the principles of scientific inquiry.
Strand Bloom's Scope Hours Source
Scientific Inquiry Comprehension Master 1.0 Terra Nova, Multiple Assessments, 1997, Level 17, Obj Statement #19 tested in week 36 of next year.
  
    Inquiry: Components
The learner will be able to understand the different components of a scientific inquiry: evaluate results of investigations, experiments, observations, theoretical models, and scientific theories.
Strand Bloom's Scope Hours Source
Scientific Inquiry Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Inquiry: Exhibit/Ability/Conduct
The learner will be able to exhibit the ability to conduct science inquiry.
Strand Bloom's Scope Hours Source
Scientific Inquiry Application Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 17, Obj Statement #19 tested in week 36 of next year.
  
    Science & Technology: Relate
The learner will be able to understand how science and technology relate to each other.
Strand Bloom's Scope Hours Source
Science and Technology Comprehension Master 1.0 Terra Nova, Multiple Assessments, 1997, Level 17, Obj Statement #23, Item#20 tested in week 36 of next year.
  
    Science & Technology: Working Togeth
The learner will be able to understand how science and technology work together. Science helps drive technology by proposing more complicated questions that require new equipment and instruments. Technology is essential to science because it provides the instruments and techniques that enable scientists to observe objects and phenomena that were once unobservable due to size, quantity, speed, location, or distance.
Strand Bloom's Scope Hours Source
Science and Technology Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Scientists: Qualities
The learner will be able to understand the qualities necessary for scientists: insight, reasoning, energy, skill, and creativity. In addition, scientists must be open minded, honest, and have a tolerance for ambiguity and skepticism.
Strand Bloom's Scope Hours Source
Scientists Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Science: History/Comprehend
The learner will be able to comprehend the history of science.
Strand Bloom's Scope Hours Source
Science: History Application Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 17, Obj Statement #25 tested in week 36 of next year.
  
    Society: Benefits & Risks/Analyze
The learner will be able to understand how society analyzes risks and benefits.
Strand Bloom's Scope Hours Source
Science & Society: Benefits and Risk Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Technology: Design/Comprehend
The learner will be able to comprehend technological design.
Strand Bloom's Scope Hours Source
Technology: Design Application Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 17, Obj Statement #23, Item#16, #19, #26, #30 tested in week 36 of next year.
  
    Technology: Design/Problems
The learner will be able to identify problems associated with a technological design.
Strand Bloom's Scope Hours Source
Technology: Design Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Scientific Theories: Understand/Open
The learner will be able to understand that scientific theories are open to modifications.
Strand Bloom's Scope Hours Source
Investigations: Scientific Theories Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Scientists: Engineers/Understand/Culture
The learner will be able to understand that many cultures highly regard scientists and engineers.
Strand Bloom's Scope Hours Source
Scientists: Engineers Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Science: Knowledge/Understand/Nature
The learner will be able to understand the nature of scientific understandings.
Strand Bloom's Scope Hours Source
Science: Knowledge Comprehension Master 1.0 Terra Nova, Multiple Assessments, 1997, Level 17, Obj Statement #25, Item#5, Item#17 tested in week 36 of next year.
  
    Science: Knowledge/Re-evaluated
The learner will be able to understand that scientific knowledge needs to be continually re-evaluated.
Strand Bloom's Scope Hours Source
Science: Knowledge Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  
    Technology: Benefits/Consequences
The learner will be able to understand that technological solutions have benefits and consequences. Some consequences can be predicted, while others cannot.
Strand Bloom's Scope Hours Source
Technology: Benefits and Risks Comprehension Master 1.5 Terra Nova, Multiple Assessments, 1997, Level 17, Item#18, Item#31 tested in week 36 of next year.
  
    Investigations: Validity/Describe/Peer
The learner will be able to describe the need for a scientific investigation to undergo peer review.
Strand Bloom's Scope Hours Source
Investigations: Reliability/Validity Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1997, Sixth Grade
  

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