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

• Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1)
• A system of objects may also contain stored (potential) energy, depending on their relative positions. (MS-PS3-2)
• Temperature is a measure of the average kinetic energy of particles of matter. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present. (MS-PS3-3),(MS-PS3-4)

PS3.B: Conservation of Energy and Energy Transfer

• When the motion energy of an object changes, there is inevitably some other change in energy at the same time. (MS-PS3-5)
• The amount of energy transfer needed to change the temperature of a matter sample by a given amount depends on the nature of the matter, the size of the sample, and the environment. (MS-PS3-4)
• Energy is spontaneously transferred out of hotter regions or objects and into colder ones. (MS-PS3-3)

PS3.C: Relationship Between Energy and Forces

• When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object. (MS-PS3-2)

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

• For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton’s third law). (MS-PS2-1)
• The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2)
• All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. (MS-PS2-2)

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

• Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. (MS-LS2-1)
• In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction. (MS-LS2-1)
• Growth of organisms and population increases are limited by access to resources. (MS-LS2-1)
• Similarly, predatory interactions may reduce the number of organisms or eliminate whole populations of organisms. Mutually beneficial interactions, in contrast, may become so interdependent that each organism requires the other for survival. Although the species involved in these competitive, predatory, and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms with their environments, both living and nonliving, are shared. (MS-LS2-2)

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 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 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.

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).

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

• All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular). (MS-LS1-1)
• Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. (MS-LS1-2)
• In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. (MS-LS1-3)

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

• Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use. (MS-LS1-6)
• Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. (MS-LS1-7)

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

• Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. Decomposers recycle nutrients from dead plant or animal matter back to the soil in terrestrial environments or to the water in aquatic environments. The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem. (MS-LS2-3)

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

• Animals engage in characteristic behaviors that increase the odds of reproduction. (MS-LS1-4)
• Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction. (MS-LS1-4)
• Genetic factors as well as local conditions affect the growth of the adult plant. (MS-LS1-5)