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Chimacum Middle School
6th Grade Science

Click here to download the Science Grade Level Expectations (GLE's). (It's a 780 KB file.)
Click here to download the New, Revised WA State K-12 Science Standards. (It's a 1.7 MB file.)
Click here to see the Newest. Latest standards, the Next Generation Science Standards (It's a website!)


6th Grade Science

We will start our year off by studying volcanoes to highlight our visit to Mt Saint Helens during our outdoor education experience at Camp Cispus. After that we will work on our Carolina Science and Technology Concepts for Middle School (STC/MS) kit on Energy, Machines and Motion. It's a fantastic physcial science kit where students will do many inquiry-based labs.Then we will study fresh water ecology for our Water Quality project. Our water quality project is very exciting because students do real science while being trained by the North Olympic Salmon Coalition (NOSC). The data that our students collect is actually used by NOSC! Back in 2001 I wrote a few grants to get money to purchase water quality testing materials to have my students determine the overall health of Chimacum Creek. After getting several grants, I hooked up with NOSC and they have been helping me teach Chimacum Middle School 6th graders what is being done to restore Chimacum Creek.

Click here for a CMS Water Quality Project website.

Click here to see the 6th grade Next Generation Science Standards

Click here to see the Science Standards introduced in 6th grade.

Click here to see the GLE's introduced in the 6th grade.


Chimacum Middle School Lab Safety Contract


6th Grade Next Generation Science Standards -

MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. [Clarification Statement: Emphasis is on how processes change Earth’s surface at time and spatial scales that can be large (such as slow plate motions or the uplift of large mountain ranges) or small (such as rapid landslides or microscopic geochemical reactions), and how many geoscience processes (such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events. Examples of geoscience processes include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscience processes that shape local geographic features, where appropriate.]

MS-PS3-4.

Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. [Clarification Statement: Examples of experiments could include comparing final water temperatures after different masses of ice melted in the same volume of water with the same initial temperature, the temperature change of samples of different materials with the same mass as they cool or heat in the environment, or the same material with different masses when a specific amount of energy is added.] [Assessment Boundary: Assessment does not include calculating the total amount of thermal energy transferred.]
MS-PS3-5.

Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. [Clarification Statement: Examples of empirical evidence used in arguments could include an inventory or other representation of the energy before and after the transfer in the form of temperature changes or motion of object.] [Assessment Boundary: Assessment does not include calculations of energy.]

PS3.A: Definitions of Energy

PS3.B: Conservation of Energy and Energy Transfer

PS3.C: Relationship Between Energy and Forces

 

MS-PS2-4.

Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. [Clarification Statement: Examples of evidence for arguments could include data generated from simulations or digital tools; and charts displaying mass, strength of interaction, distance from the Sun, and orbital periods of objects within the solar system.] [Assessment Boundary: Assessment does not include Newton’s Law of Gravitation or Kepler’s Laws.]

PS2.A: Forces and Motion

 

MS-PS2-1. Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.* [Clarification Statement: Examples of practical problems could include the impact of collisions between two cars, between a car and stationary objects, and between a meteor and a space vehicle.] [Assessment Boundary: Assessment is limited to vertical or horizontal interactions in one dimension.]
MS-ESS2-4. Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the hydrologic cycle. Examples of models can be conceptual or physical.] [Assessment Boundary: A quantitative understanding of the latent heats of vaporization and fusion is not assessed.]
MS-LS2-4.

Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. [Clarification Statement: Emphasis is on recognizing patterns in data and making warranted inferences about changes in populations, and on evaluating empirical evidence supporting arguments about changes to ecosystems.]

LS2.A: Interdependent Relationships in Ecosystems

 

MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. [Clarification Statement: Emphasis is on cause and effect relationships between resources and growth of individual organisms and the numbers of organisms in ecosystems during periods of abundant and scarce resources.]

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6th grade WA Science Standards -

  Content Standards
Students know that:
Performance Expectations
Students are expected to:

6-8 SYSA

Any system may be thought of as containing subsystems and as being a subsystem of a larger system.

Given a system, identify subsystems and a larger encompassing system (e.g., the heart is a system made up of tissues and cells, and is part of the larger circulatory system).

6-8 SYSC

The output of one system can become the input of another system.

Give an example of how output of matter or energy from a system can become input for another system (e.g., household waste goes to a landfill).

6-8 SYSE

If the input of matter or energy is the same as the output, then the amount of matter or energy in the system won’t change; but if the input is more or less than the output, then the amount of matter or energy in the system will change.

Measure the flow of matter into and out of an open system and predict how the system is likely to change (e.g., a bottle of water with a hole in the bottom, an ecosystem, an electric circuit).

6-8 SYSF

The natural and designed world is complex; it is too large and complicated to investigate and comprehend all at once. Scientists and students learn to define small portions for the convenience of investigation. The units of investigation can be referred to as ?systems.?

Given a complex societal issue with strong science and technology components (e.g., overfishing, global warming), describe the issue from a systems point of view, highlighting how changes in one part of the system are likely to influence other parts of the system.

6-8 INQF Explain

It is important to distinguish between the results of a particular investigation and general conclusions drawn from these results.

Generate a scientific conclusion from an investigation, using inferential logic, and clearly distinguish between results (i.e., evidence) and conclusions (e.g., explanation). Describe the differences between an objective summary of the findings and an inference made from the findings.

6-8 APPC

Science and technology are interdependent. Science drives technology by demanding better instruments and suggesting ideas for new designs. Technology drives science by providing instruments and research methods.

Give examples to illustrate how scientists have helped solve technological problems (e.g., how the science of biology has helped sustain fisheries) and how engineers have aided science (e.g., designing telescopes to discover distant planets).

6-8 LS2A An ecosystem consists of all the populations living within a specific area and the nonliving factors they interact with. One geographical area may contain many ecosystems. Explain that an ecosystem is a defined area that contains populations of organisms and nonliving factors. Give examples of ecosystems (e.g., Olympic National Forest, Puget Sound, one square foot of lawn) and describe their boundaries and contents.
6-8 LS2B Energy flows through an ecosystem from producers to consumers to decomposers. These relationships can be shown for specific populations on a food web. Analyze the flow of energy in a local ecosystem, and draw a labeled food web showing the relationships among all of the ecosystem’s plant and animal populations.
6-8 LS2C The major source of energy for ecosystems on Earth’s surface is sunlight. Producers (plants) transform the energy of sunlight into the chemical energy of food through photosynthesis. This food energy is used by plants, animals, and all other organisms to carry on life processes. Nearly all organisms on the surface of Earth depend on this energy source. Explain how energy from the Sun is transformed through photosynthesis to produce chemical energy in food. Explain that plants are the only organisms that make their own food. Animals cannot survive without plants because animals, including humans, get food by eating plants or other animals that eat plants.
6-8 LS2D Ecosystems are continuously changing. Causes of these changes include nonliving factors such as the amount of light, range of temperatures, and availability of water, as well as living factors such as the disappearance of different species through disease, predation, and overuse of resources or the introduction of new species. Predict what may happen to an ecosystem if nonliving factors change (e.g., the amount of light, range of temperatures, or availability of water), or if one or more populations are removed from or added to the ecosystem.
6-8 LS2E Investigations of environmental issues should uncover factors causing the problem and relevant scientific concepts and findings that may inform an analysis of different ways to address the issue. Investigate a local environmental issue by defining the problem, researching possible causative factors, understanding the underlying science, and evaluating the benefits and risks of alternative solutions. Identify resource uses that reduce the capacity of ecosystems to support various populations (e.g., use of pesticides, construction).
6-8 ES2C In the water cycle, water evaporates from Earth’s surface, rises and cools, condenses to form clouds and falls as rain or snow and collects in bodies of water. Describe the water cycle and give local examples of where parts of the water cycle can be seen.

6-8 PS2C

All matter is made of atoms. Matter made of only one type of atom is called an element.

Explain that all matter is made of atoms, and give examples of common elements—substances composed of just one kind of atom.

6-8 PS1B

Friction is a force that acts to slow or stop the motion of objects.

Demonstrate and explain the frictional force acting on an object with the use of a physical model.

6-8 PS1A Average speed is defined as the distance traveled in a given period of time. Measure the distance an object travels in a given interval of time and calculate the object’s average speed, using S = d/t. (e.g., a battery-powered toy car travels 20 meters in 5 seconds, so its average speed is 4 meters per second). Illustrate the motion of an object, using a graph, or infer the motion of an object from a graph of the object’s position vs. time or speed vs. time.
6-8 PS1C Unbalanced forces will cause changes in the speed or direction of an object's motion. Determine whether forces on an object are balanced or unbalanced and justify with observational evidence.
6-8 PS1D The same unbalanced force will change the motion of an object with more mass more slowly than an object with less mass. Given two different masses that receive the same unbalanced force, predict which will move more quickly.

6-8 PS3A

Energy exists in many forms: heat, light, chemical, electrical, motion of objects, and sound. Energy can be transformed from one form to another and transferred from one place to another.

List different forms of energy (e.g., thermal, light, chemical, electrical, kinetic, and sound energy). Describe ways in which energy is transformed from one form to another and transferred from one place to another (e.g., chemical energy to electricity in a battery, electrical to light energy in a bulb).

6-8 PS3E

Energy from a variety of sources can be transformed into electrical energy, and then to almost any other form of energy. Electricity can also be distributed quickly to distant locations.

Illustrate the transformations of energy in an electric circuit when heat, light, and sound are produced. Describe the transformation of energy in a battery within an electric circuit.

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6th grade Water Quality WA State GLE's:

In Science -
EALR 1 — Systems:  The student knows and applies scientific concepts and principles to understand the properties, structures, and changes in physical, earth/space, and living systems.
Component 1.1 Properties: Understand how properties are used to identify, describe, and categorize substances, materials, and objects and how characteristics are used to categorize living things.
GLE 1.1.5 Describe how Earth’s water (i.e., oceans, fresh waters, glaciers, ground water) can have different properties (e.g., salinity, density).
GLE 1.2.1 Analyze how the parts of a system interconnect and influence each other. Explain how the parts of a system interconnect and influence each other.

EALR 2 – Inquiry:              The student knows and applies the skills, processes, and nature of scientific inquiry
GLE 2.1.1 Understand how to generate a question that can be answered through scientific investigation.
GLE 2.1.2 Understand how to plan and conduct scientific investigations. 
GLE 2.1.3 Understand how to plan and conduct scientific investigations. 
GLE 2.1.5 Apply understanding of how to report investigations and explanations of objects, events, systems, and processes. 
GLE 2.2.2 Understand that observations and measurement are used by scientists to describe the world.
GLE 2.2.3 Analyze inconsistent results from scientific investigations to determine how the results can be explained. 

EALR 3 – Application: The student knows and applies science concepts and skills to develop solutions to human problems in societal contexts.
Component 3.1   Designing Solutions: Apply knowledge and skills of science and technology to design solutions to human problems or meet challenges.
GLE 3.1.1 Analyze common problems or challenges in which scientific design can be or has been used to design solutions.  
GLE 3.1.2 Apply the scientific design process to develop and implement solutions to problems or challenges. 
GLE 3.2.2 Analyze scientific inquiry and scientific design and understand how science supports technological development and vice versa. 
GLE 3.2.4 Analyze how human societies’ use of natural resources affects the quality of life and the health of ecosystems. 

Of the Reading standards, this project covers the following when students research fresh water ecosystems and resources and water chemistry:
EALR 1: The student understands and uses different skills and strategies to read.
EALR 2: The student understands the meaning of what is read.
EALR 3: The student reads different materials for a variety of purposes.

Of the Writing standards, this project covers the following as students write up their labs and create their websites and movies:
EALR 1: The student understands and uses a writing process.
EALR 2: The student writes in a variety of forms for different audiences and purposes.
EALR 3: The student writes clearly and effectively.
EALR 4: The student analyzes and evaluates the effectiveness of written work.

6th grade STC/MS Energy, Machines, and Motion GLE's:

EALR 1 — Systems: The student knows and applies scientific concepts and principles to understand the properties, structures, and changes in physical, earth/space, and living systems.

Component 1.1 Properties: Understand how properties are used to identify, describe, and categorize substances, materials, and objects and how characteristics are used to categorize living things.
GLE 1.1.2
Motion of Objects
Understand the positions, relative speeds, and changes in speed of objects. W
__ Describe and measure the relative position or change in position of one or two objects.
__ Describe an object’s motion as speeding up, slowing down, or moving with constant speed using models, numbers, words, diagrams, and graphs.
__ Measure and describe the speed of an object relative to the speed of another object.

GLE 1.1.4 
Forms of Energy
Understand that energy is a property of matter, objects, and systems and comes in many forms (i.e., heat [thermal] energy, sound energy, light energy, electrical energy, kinetic energy, potential energy, and chemical energy). W
__ Describe the forms of energy present in matter, objects, and systems (i.e., heat [thermal] energy, sound energy, light energy, electrical energy, kinetic energy, potential energy, and chemical energy).
__ Describe the form of energy stored in a part of a system (i.e., energy can be stored in many forms, “stored energy” is not a form of energy).
__ Compare the potential and kinetic energy within a system at various locations or times (i.e., kinetic energy is an object’s energy of motion; potential energy is an object’s energy of position).

Component 1.2 Structures: Understand how components, structures, organizations, and interconnections describe systems.
GLE 1.2.1 
Structure of Physical Earth/Space and Living Systems
Analyze how the parts of a system interconnect and influence each other. W
__ Explain how the parts of a system interconnect and influence each other.
__ Describe the flow of matter and energy through a system (i.e., energy and matter inputs, outputs, transfers, transformations).
__ Describe the interactions and influences between two or more simple systems.

GLE 1.2.2 
Energy Transfer and Transformation
Understand how various factors affect energy transfers and that energy can be transformed from one form of energy to another. W
__ Describe and determine the factors that affect heat energy transfer (e.g., properties of substances/materials [conductors, insulators], distance, direction, position).
__ Describe how an increase in one type of energy of an object or system results in a decrease in other types of energy within that object or system (e.g., a falling object’s potential energy decreases while its kinetic energy increases).
__ Describe how waves transfer energy (e.g., light waves transfer energy from sun to Earth; air transfers an object’s vibrations from one place to another as sound).
__ Explain the transfer and transformations of energy within a system (e.g., conduction and convection of heat [thermal] energy).


Component 1.3 Changes: Understand how interactions within and among systems cause changes in matter and energy.
GLE 1.3.1
Nature of Force
Understand factors that affect the strength and direction of forces. W
__ Observe and describe factors that affect the strength of forces (e.g., an object with a greater mass has a greater gravitational force [weight]; certain types of magnets have greater magnetic forces; a larger muscle can pull with a greater force).
__ Describe how forces acting on an object may balance each other (e.g., the downward force of gravity on an object sitting on a table is balanced by an upward force from the table).
__ Measure and describe how a simple machine can change the strength and/or direction of a force (i.e., levers and pulleys).
__ Describe pressure as a force (e.g., pressure increases result in greater forces acting on objects going deeper in a body of water).

GLE 1.3.2 
Forces to Explain Motion
Understand how balanced and unbalanced forces can change the motion of objects. W
__ Describe how an unbalanced force changes the speed and/or direction of motion of different objects moving along a straight line, 2nd Law of Motion (e.g., a larger unbalanced force is needed to equally change the motion of more massive objects).
__ Describe how frictional forces act to stop the motion of objects.
__ Investigate and describe the balanced and unbalanced forces acting on an object (e.g., a model car speeding up on a table has both an unbalanced force pulling it forward and a gravitational force pulling it down balanced by the table pushing upward).

__ Investigate and describe pressure differences that result in unbalanced forces moving objects (e.g., pressure differences cause forces that move air masses, move blood through the heart, cause volcanic eruptions).

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8th Grade Science (From when I taught Life Science to 8th graders.)

Eighth graders will learn Life Science. This year we will focus on the diversity of life on this planet. We will use the Foss kit Diversity of Life (check out the FossWeb site with resources for parents and students). To extend on what students will learn we will also study plants a bit further than what is covered in the Foss kit. We will also study photosynthesis to learn what is considered food for plants and for animals.

Visit our Life Science webpage!

After five years of participating in the North Cascades and Olympic Science Partnership (NCOSP) I am currently participating in the Olympic Math and Science Partnership (OMSP). I've attended three two-week intensive trainings on Physical, Life and Earth Science and a second one-week Life Science, and I continue to work with all the middle and high school Science teachers to monitor and improve our Science program here at Chimacum Middle School.

Click here to see the 8th grade Next Generation Science Standards

Click here to see the Science Standards introduced in 8th grade.

Old Science Project Ideas
(Good ideas for fun.)

Prentice Hall's Science Explorer Earth Science Textbook
Prentice Hall's Physical Science Texbook
Glencoe's Life Science Textbook

Click here to download any of my old documents in Word.

Click here for Science Links!

8th Grade Next Gen Sci Standards -

MS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. [Clarification Statement: Emphasis is on describing the conservation of matter and flow of energy into and out of various ecosystems, and on defining the boundaries of the system.] [Assessment Boundary: Assessment does not include the use of chemical reactions to describe the processes.]
MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.* [Clarification Statement: Examples of ecosystem services could include water purification, nutrient recycling, and prevention of soil erosion. Examples of design solution constraints could include scientific, economic, and social considerations.]
MS-LS1-1.

Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. [Clarification Statement: Emphasis is on developing evidence that living things are made of cells, distinguishing between living and non-living things, and understanding that living things may be made of one cell or many and varied cells.]

LS1.A: Structure and Function

LS1.C: Organization for Matter and Energy Flow in Organisms

 

MS-LS1-2.

Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. [Clarification Statement: Emphasis is on the cell functioning as a whole system and the primary role of identified parts of the cell, specifically the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall.] [Assessment Boundary: Assessment of organelle structure/function relationships is limited to the cell wall and cell membrane. Assessment of the function of the other organelles is limited to their relationship to the whole cell. Assessment does not include the biochemical function of cells or cell parts.]

LS2.B: Cycle of Matter and Energy Transfer in Ecosystems

 

MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. [Clarification Statement: Emphasis is on the conceptual understanding that cells form tissues and tissues form organs specialized for particular body functions. Examples could include the interaction of subsystems within a system and the normal functioning of those systems.] [Assessment Boundary: Assessment does not include the mechanism of one body system independent of others. Assessment is limited to the circulatory, excretory, digestive, respiratory, muscular, and nervous systems.]
MS-LS3-1. Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. [Clarification Statement: Emphasis is on conceptual understanding that changes in genetic material may result in making different proteins.] [Assessment Boundary: Assessment does not include specific changes at the molecular level, mechanisms for protein synthesis, or specific types of mutations.]
MS-LS3-2. Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. [Clarification Statement: Emphasis is on using models such as Punnett squares, diagrams, and simulations to describe the cause and effect relationship of gene transmission from parent(s) to offspring and resulting genetic variation.]
MS-LS4-4. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment. [Clarification Statement: Emphasis is on using simple probability statements and proportional reasoning to construct explanations.]
MS-LS4-5. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. [Clarification Statement: Emphasis is on synthesizing information from reliable sources about the influence of humans on genetic outcomes in artificial selection (such as genetic modification, animal husbandry, gene therapy); and, on the impacts these technologies have on society as well as the technologies leading to these scientific discoveries.]
MS-LS1-6. Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. [Clarification Statement: Emphasis is on tracing movement of matter and flow of energy.] [Assessment Boundary: Assessment does not include the biochemical mechanisms of photosynthesis.]
MS-LS1-4.

Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. [Clarification Statement: Examples of behaviors that affect the probability of animal reproduction could include nest building to protect young from cold, herding of animals to protect young from predators, and vocalization of animals and colorful plumage to attract mates for breeding. Examples of animal behaviors that affect the probability of plant reproduction could include transferring pollen or seeds, and creating conditions for seed germination and growth. Examples of plant structures could include bright flowers attracting butterflies that transfer pollen, flower nectar and odors that attract insects that transfer pollen, and hard shells on nuts that squirrels bury.]

LS1.B: Growth and Development of Organisms

 

MS-LS1-8. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. [Assessment Boundary: Assessment does not include mechanisms for the transmission of this information.]
MS-LS4-1. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. [Clarification Statement: Emphasis is on finding patterns of changes in the level of complexity of anatomical structures in organisms and the chronological order of fossil appearance in the rock layers.] [Assessment Boundary: Assessment does not include the names of individual species or geological eras in the fossil record.]
MS-LS4-2. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. [Clarification Statement: Emphasis is on explanations of the evolutionary relationships among organisms in terms of similarity or differences of the gross appearance of anatomical structures.]

 

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8th Grade Life Science Standards -

Inquiry F (6-8 INQF): It is important to distinguish between the results of a particular investigation and general conclusions drawn from these results. Describe the differences between observation and inference. (Students will be practicing all of the Inquiry standards with regards to lab experiments as they learn how to design experiments. I’m not putting them all here because there are so many of them and our focus in middle school is on the standard written here.)

Notebook: As part of the inquiry process students will use their Science Notebooks to do the following: activate prior knowledge, connect to real world applications, review and evaluate info, and synthesize.

Life Science (6-8 LS1A): All organisms are composed of cells, which carry on the many functions needed to sustain life.

Life Science (6-8 LS1B): One-celled organisms must contain parts to carry out all life functions.

Life Science (6-8 LS1C): Multicellular organisms have specialized cells that perform different functions. These cells join together to form tissues that give organs their structure and enable the organs to perform specialized functions within organ systems.

Life Science (6-8 LS1D): Both plant and animal cells must carry on life functions, so they have parts in common, such as nuclei, cytoplasm, cell membranes, and mitochondria. But plants have specialized cell parts, such as chloroplasts and cell walls, because they are producers and do not move.

Life Science (6-8 LS1E): In classifying organisms, scientists consider both internal and external structures and behaviors.

Life Science (6-8 LS2A): An ecosystem consists of all the populations living within a specific area and the nonliving factors they interact with. One geographical area may contain many ecosystems.

Life Science (6-8 LS2B): Energy flows through an ecosystem from producers (plants) to consumers to decomposers. These relationships can be shown for specific populations in a food web.

Life Science (6-8 LS2C): The major source of energy for ecosystems on Earth’s surface is sunlight. Producers transform the energy of sunlight into the chemical energy of food through photosynthesis. This food energy is used by plants, and all other organisms to carry on life processes. Nearly all organisms on the surface of Earth depend on this energy source.

Behavior: Student comes to class prepared. Student uses class time wisely and works. Student gets along with others and respects others. Student contributes to the flow of learning in this classroom.

 

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