Grade 5: SCSS 2.2, 2.3, 2.4, 2.5,
3.6
Grade 6: SCSS 2.1, 2.3, 2.5, 3.5
Grade 7: SCSS 4.2, 4.3
Grade 5 Science
Ecosystems: Terrestrial and Aquatic
Standard 5-2: The student will demonstrate an understanding of relationships
among biotic and abiotic factors within terrestrial and aquatic ecosystems.
(Life Science)
Indicators:
2.2 Summarize the composition of an ecosystem, considering both biotic
factors (including populations to the level of microorganisms and communities)
and abiotic factors.
2.3 Compare the characteristics of different ecosystems
(including estuaries/salt marshes, oceans, lakes and ponds, forests,
and grasslands).
2.4 Identify the roles of organisms as they interact
and depend on one another through food chains and food webs in an ecosystem,
considering producers and consumers(herbivores, carnivores, and omnivores),
decomposers (microorganisms, termites, worms, and fungi), predators
and prey, and parasites and hosts.
2.5 Explain how limiting factors (including food,
water, space, and shelter) affect populations in ecosystems.
Landforms and Oceans
Standard 5-3: The student will demonstrate an understanding of features,
processes, and changes in Earth’s land and oceans. (Earth Science)
Indicators:
3.6 Explain how human activity (including conservation efforts and
pollution) has affected the land and the oceans of Earth.
Grade 6 Science
Structures, Processes, and Responses of Plants
Standard 6-2: The student will demonstrate an understanding of structures,
processes, and responses of plants that allow them to survive and reproduce.
(Life Science)
Indicators:
2.1 Summarize the characteristics that all organisms share (including
the obtainment and use of resources for energy, the response to stimuli, the
ability to reproduce, and process of physical growth and development).
2.3 Compare the characteristic structures of various
groups of plants (including vascular or nonvascular, seed or spore-producing,
flowering or cone-bearing, and monocot or dicot).
2.5 Summarize each process in the life cycle of lowering
plants (including germination, plant development, fertilization, and
seed production).
Structures, Processes, and Responses of Animals
Standard 6-3: The student will demonstrate an understanding of structures,
processes, and responses of animals that allow them to survive and reproduce.
(Life Science)
Indicators:
3.5 Illustrate animal behavioral responses (including hibernation,
migration, defense, and courtship) to environmental stimuli.
Grade 7 Science
Ecology: The Biotic and Abiotic Environment
Standard 7-4: The student will demonstrate an understanding of how
organisms interact with and respond to the biotic and abiotic components of
their environment, (Earth Science, Life Science)
Indicators:
4.2 Illustrate energy flow in food chains, food webs, and energy pyramids.
4.3 Explain the interaction among changes in the environment
due to natural hazards (including landslides, wildfires, and floods), changes
in populations, and limiting factors (including climate and the availability
of food and water, space, and shelter). |
Grade 6: S6E3 a,
b / S6E4 b / S6E6 a, b
Grade 7: S7L4 a, b, c, d, e
Grade 6 Science
S6E3: Students will recognize the significant role of water in earth
processes.
Indicators:
a. Explain that a large portion of the Earth’s surface is water,
consisting of oceans, rivers, lakes, underground water, and ice.
b. Relate various atmospheric conditions to stages of the water cycle.
S6E4: Students will understand how
the distribution of land and oceans affects climate and weather.
Indicator:
b. Relate unequal heating of land and water surfaces to form large
global wind systems and weather events such as tornados and thunderstorms
S6E6: Students will describe various
sources of energy, and with their uses, and conservation.
Indicators:
a. Explain the role of the sun as the major source of energy and the
sun's relationship to wind and water energy.
b. Identify renewable and nonrenewable resources.
Grade 7 Science
S7L4: Students will examine the dependence of organisms on one another
and their environments.
Indicators:
a. Demonstrate in a food web that matter is transferred from one
organism to another and can recycle between organisms and their environments.
b. Explain in a food web that sunlight is the source of energy
and that this energy moves from organism to organism.
c. Recognize that changes in environmental conditions can affect
the survival of both individuals and entire species.
d. Categorize relationships between organisms that are competitive
or mutually beneficial.
e. Describe the characteristics of Earth’s major terrestrial
biomes (i.e. tropical rain forest, savannah, temperate, desert, taiga, tundra,
and mountain)
and aquatic communities (i.e. freshwater, estuaries, and marine).
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