Grade 6 – Grade 8 Grade 6 – Earth and Space Sciences
Students in Grade 6 develop their understanding of four core ideas: Earth’s Place in the Universe; Earth’s Systems; Earth and Human Activity; and Engineering Design. Students build on the K-5 ideas and skills that allow them to explain in-depth phenomena that are central not only to the earth and space sciences, but also to life and physical sciences. In addition to hands-on learning, students use the Interactive Science Textbooks by Pearson Publishing, which features an innovative write-in student edition that makes learning personal, relevant, and engaging.
Earth’s Place in the Universe Students formulate answers to questions such as: “What is Earth’s place in the Universe, What makes up our solar system, How can the motion of the Earth explain seasons and eclipses, and How do people figure out that the Earth and life on Earth have changed through time?” There is a strong emphasis on a systems approach using models of the solar system to explain astronomical and other observations of the cyclic patterns of eclipses, tides, and seasons. There is also a strong connection to engineering through the instruments and technologies that have allowed us to explore the objects in our solar system and obtain the data that support the theories that explain the formation and evolution of the universe.
Earth’s Systems Students formulate answers to questions such as: “How do the materials in and on Earth’s crust change over time, How does the movement of tectonic plates impact the surface of the Earth, How does water influence weather, circulate in the oceans, and shape the Earth’s surface, What factors interact and influence weather, How have living organisms changed the Earth, and How have Earth’s changing conditions impacted living organisms?” Students gain an understanding of how Earth’s geosystems operate by modeling the flow of energy and cycling of matter within and among different systems. Students investigate the controlling properties of important material and construct explanations based on the analysis of real geoscience data obtained from sources such as the SMS WeatherBug station. Of special importance are the ways that geoscience processes provide resources needed by society but also cause natural hazards that present risks to society which involve technological challenges, for the identification and development of resources. For example, “How can we improve the prediction of earthquakes, and how can we engineer structures to withstand major earthquakes?
Earth and Human Activity Students formulate answers to questions such as: “How is the availability of needed natural resources related to naturally occurring processes, How can natural hazards be predicted, How do human activities affect Earth systems, How do we know our global climate is changing?” Students gain an understanding of the ways human activities impact Earth’s other systems. Students use many different practices to understand the significant and complex issues surrounding human uses of land, energy, mineral, and water resources and the resulting impacts of their development.
Engineering Design Project Engineering design skills are developed incrementally in grades 6 – 8 through project-based learning. In Grade 6, students practice the engineering design process by observing their world, discovering a problem that needs solving, designing, testing, and analyzing possible solutions. In addition, students develop a marketing/sales campaign to sell their solution. Past Grade 6 projects included: “Brush-then-Spray; Garbage Can Scrapper; and 2-in-1 Soles; ” Through this project, students practice 21st century skills of engineering reasoning, innovation, creative thinking, designing, testing, and communicating. Students display their projects at the annual Science, Engineering and Math convention in February. Grade 7 – Life Sciences Students in Grade 7 develop their understanding of four core ideas: 1) From Molecules to Organisms: Structures and Processes; 2) Ecosystems: Interactions, Energy, and Dynamics; 3) Heredity: Inheritance and Variation of Traits; 4) Biological Evolution: Unity and Diversity. Students build on the K-6 ideas and skills that allow them to explain in-depth phenomena that are central not only to the life sciences, but also to earth/space sciences, and physical sciences. In addition to hands-on learning, students use the Interactive Science Textbooks by Pearson Publishing, which features an innovative write-in student edition that makes learning personal, relevant, and engaging. From Molecules to Organisms: Structures and Processes Students formulate answers to questions such as: “How can one explain the way cells contribute to the function of living organisms; How are photosynthesis and cellular respiration interconnected; Should viruses be considered living or nonliving; and How do organisms live and grow?” Students gather information and use this information to support explanations of the structure and function relationship of cells. They develop an understanding of the role cells play in body systems and how those systems work to support the life functions of the organism. The understanding of cells provides context for the processes of photosynthesis/respiration and the movement of matter and energy needed for the cell. Students begin to construct an explanation for how environmental and genetic factors affect growth of organisms. They later connect this to the role of animal behaviors in reproduction of animals as well as the dependence of some plants on animal behaviors for reproduction.
Ecosystems: Interactions, Energy, and Dynamics Students formulate answers to questions such as: “How does a system of living and nonliving things operate to meet the needs of the organisms in an ecosystem; How would reintroduction of a wolf affect an ecosystem; and How will limited resources and shrinking biodiversity affect the growing human population?” Students use information and data to develop models, and construct arguments. Through these constructs, they demonstrate a deeper understanding of resources as it pertains to the cycling of matter and the flow of energy in ecosystems. They discover patterns of interactions among organisms within an ecosystem. For example, students consider biotic and abiotic factors in an ecosystem and the discover the effects these resources have on population. They evaluate competing design solutions for maintaining biodiversity and ecosystem services. Heredity: Inheritance and Variation of Traits Students formulate answers to question such as: “How do organisms pass traits from one generation to the next; How do mutations harm or benefit an organism; How do environmental factors affect the expression of genes; How do organisms of the same species and even sibling have different characteristics; Can you design the perfect pet?” Students use Punnett squares, heredity flow charts, and mathematical representations to describe ways gene mutations and sexual reproduction contribute to genetic variation leading to understanding of how gene structure determines differences in the functioning of organisms. Students explore how technologies have changed the way humans influence the inheritance of desired traits in organisms. Biological Evolution: Unity and Diversity Students formulate answers to questions such as: “How do organisms change over time in response to changes in the environment; How does genetic variation influence the size of a population in a given ecosystem; How does knowledge of fossil records, anatomy and DNA influence the theory of evolution?” Students construct explanations based on evidence to explore fundamental understandings of natural selection and evolution. They explore, through modeling, ideas of genetic variation in a population to make sense of organisms surviving and reproducing, hence passing on the traits of the species. They play simulation games to gain understanding of how factors such as bottleneck effect and genetic drift affect populations and biodiversity in a given environment. Engineering Design Project Engineering design skills are developed incrementally in grades 6 – 8 through project-based learning. In Grade 7, students are given a choice of two math/science cross-curricular projects to explore. They choose between inventing a solution to a problem or designing a “green” home encompassing the latest green technologies. Through these projects, students continue to practice the engineering design process. Students practice communicating their projects through a formal thesis write-up of the project. Students practice 21st century skills of engineering reasoning, innovation, critical and creative thinking, designing and testing, collaborating and communicating. Students present their projects at the annual Science, Engineering, and Math Convention in February. All invention projects move on to the Greater San Diego Science and Engineering Fair. Grade – 8 Physical Science Students in Grade 8 develop their understanding of four core ideas: 1) Matter and its Interactions; 2) Motion and Stability: Forces and Interactions; 3) Energy; 4) Waves and Their Applications in Technologies for Information Transfer. Students build on the K-7 ideas and skills that allow them to explain in-depth phenomena that are central not only to the physical sciences, but also to earth/space sciences, and life sciences. In addition to hands-on learning, students use the Interactive Science Textbooks by Pearson Publishing, which features an innovative write-in student edition that makes learning personal, relevant, and engaging./span> Matter and its Interactions Students formulate answers to questions such as, “How do atomic and molecular interactions explain the properties of matter that we see and feel, and How can molecules be engineered to enhance our lives?” By the end of middle school, students are able to apply understanding that pure substances have characteristic physical and chemical properties and are made from a single type of atom or molecule. They are able to provide molecular level accounts to explain states of matter and changes between states. They develop an understanding that chemical reactions involve regrouping of atoms to form new substances, and atoms rearrange during chemical reactions. Students apply an understanding of design and the process of optimization in engineering to chemical reaction systems. Motion and Stability: Forces and Interactions Students formulate answers to questions such as, “How are physical interactions between objects and within systems of objects influenced by their environment, and How can forces be transferred between objects to create a desired effect?” By the end of middle school, students are able to apply Newton’s Laws of Motion to explain the motion of objects. Students also apply ideas about gravitational, electrical, and magnetic forces to explain a variety of phenomena including ideas about why some materials attract each other while others repel. In particular, students develop understanding that gravitational interactions are always attractive but that electrical and magnetic forces can be both attractive and negative. Students develop the ideas that objects can exert forces on each other even though the objects are not in contact, through fields. Energy Students formulate answers to questions such as, “How can energy be transferred from one object or system to another, and How are energy and the motion of an object related?” Students develop their understanding of important qualitative ideas about energy. For example, energy can be transferred from one object or system of objects to another, and the total change of energy in any system is always equal to the total energy transferred into or out of the system. Students understand that objects that are moving have kinetic energy and that objects may also contain stored (potential) energy, depending on their relative positions. Students will also come to know the difference between force and energy. Students are able to apply an understanding of design to the process of energy transfer. Waves and Their Applications in Technologies for Information Transfer Students formulate answers to questions such as, “What are the characteristic properties of waves and how can they be used, and How can light be used to send digital information?” Students are able to describe and predict characteristic properties and behaviors of waves when the waves interact with matter. Students can apply an understanding of waves and electromagnetic radiation as a means to send analog and digital information. Engineering Design Project Engineering design skills are developed incrementally in grades 6 – 8 through project-based learning. In Grade 8, students utilize the skills and knowledge developed during their middle school years to design and engineer a sustainable city that could exist 100 years from now. In this cross-curricular math/science project, student teams are given a challenge to design, for example, an innovative citywide solid waste management system for a future city that is safe, environmentally sound, and energy efficient. Students work in teams to deliver one of five components of the project: Virtual City; City Description; City Model; City Presentation; and Project Plan. Projects are entered in the Future City Regional Competition in January. Teams also present their future city designs at the annual Science, Engineering, and Math Convention in February.
Earth’s Place in the Universe Students formulate answers to questions such as: “What is Earth’s place in the Universe, What makes up our solar system, How can the motion of the Earth explain seasons and eclipses, and How do people figure out that the Earth and life on Earth have changed through time?” There is a strong emphasis on a systems approach using models of the solar system to explain astronomical and other observations of the cyclic patterns of eclipses, tides, and seasons. There is also a strong connection to engineering through the instruments and technologies that have allowed us to explore the objects in our solar system and obtain the data that support the theories that explain the formation and evolution of the universe.
Earth’s Systems Students formulate answers to questions such as: “How do the materials in and on Earth’s crust change over time, How does the movement of tectonic plates impact the surface of the Earth, How does water influence weather, circulate in the oceans, and shape the Earth’s surface, What factors interact and influence weather, How have living organisms changed the Earth, and How have Earth’s changing conditions impacted living organisms?” Students gain an understanding of how Earth’s geosystems operate by modeling the flow of energy and cycling of matter within and among different systems. Students investigate the controlling properties of important material and construct explanations based on the analysis of real geoscience data obtained from sources such as the SMS WeatherBug station. Of special importance are the ways that geoscience processes provide resources needed by society but also cause natural hazards that present risks to society which involve technological challenges, for the identification and development of resources. For example, “How can we improve the prediction of earthquakes, and how can we engineer structures to withstand major earthquakes?
Earth and Human Activity Students formulate answers to questions such as: “How is the availability of needed natural resources related to naturally occurring processes, How can natural hazards be predicted, How do human activities affect Earth systems, How do we know our global climate is changing?” Students gain an understanding of the ways human activities impact Earth’s other systems. Students use many different practices to understand the significant and complex issues surrounding human uses of land, energy, mineral, and water resources and the resulting impacts of their development.
Engineering Design Project Engineering design skills are developed incrementally in grades 6 – 8 through project-based learning. In Grade 6, students practice the engineering design process by observing their world, discovering a problem that needs solving, designing, testing, and analyzing possible solutions. In addition, students develop a marketing/sales campaign to sell their solution. Past Grade 6 projects included: “Brush-then-Spray; Garbage Can Scrapper; and 2-in-1 Soles; ” Through this project, students practice 21st century skills of engineering reasoning, innovation, creative thinking, designing, testing, and communicating. Students display their projects at the annual Science, Engineering and Math convention in February. Grade 7 – Life Sciences Students in Grade 7 develop their understanding of four core ideas: 1) From Molecules to Organisms: Structures and Processes; 2) Ecosystems: Interactions, Energy, and Dynamics; 3) Heredity: Inheritance and Variation of Traits; 4) Biological Evolution: Unity and Diversity. Students build on the K-6 ideas and skills that allow them to explain in-depth phenomena that are central not only to the life sciences, but also to earth/space sciences, and physical sciences. In addition to hands-on learning, students use the Interactive Science Textbooks by Pearson Publishing, which features an innovative write-in student edition that makes learning personal, relevant, and engaging. From Molecules to Organisms: Structures and Processes Students formulate answers to questions such as: “How can one explain the way cells contribute to the function of living organisms; How are photosynthesis and cellular respiration interconnected; Should viruses be considered living or nonliving; and How do organisms live and grow?” Students gather information and use this information to support explanations of the structure and function relationship of cells. They develop an understanding of the role cells play in body systems and how those systems work to support the life functions of the organism. The understanding of cells provides context for the processes of photosynthesis/respiration and the movement of matter and energy needed for the cell. Students begin to construct an explanation for how environmental and genetic factors affect growth of organisms. They later connect this to the role of animal behaviors in reproduction of animals as well as the dependence of some plants on animal behaviors for reproduction.
Ecosystems: Interactions, Energy, and Dynamics Students formulate answers to questions such as: “How does a system of living and nonliving things operate to meet the needs of the organisms in an ecosystem; How would reintroduction of a wolf affect an ecosystem; and How will limited resources and shrinking biodiversity affect the growing human population?” Students use information and data to develop models, and construct arguments. Through these constructs, they demonstrate a deeper understanding of resources as it pertains to the cycling of matter and the flow of energy in ecosystems. They discover patterns of interactions among organisms within an ecosystem. For example, students consider biotic and abiotic factors in an ecosystem and the discover the effects these resources have on population. They evaluate competing design solutions for maintaining biodiversity and ecosystem services. Heredity: Inheritance and Variation of Traits Students formulate answers to question such as: “How do organisms pass traits from one generation to the next; How do mutations harm or benefit an organism; How do environmental factors affect the expression of genes; How do organisms of the same species and even sibling have different characteristics; Can you design the perfect pet?” Students use Punnett squares, heredity flow charts, and mathematical representations to describe ways gene mutations and sexual reproduction contribute to genetic variation leading to understanding of how gene structure determines differences in the functioning of organisms. Students explore how technologies have changed the way humans influence the inheritance of desired traits in organisms. Biological Evolution: Unity and Diversity Students formulate answers to questions such as: “How do organisms change over time in response to changes in the environment; How does genetic variation influence the size of a population in a given ecosystem; How does knowledge of fossil records, anatomy and DNA influence the theory of evolution?” Students construct explanations based on evidence to explore fundamental understandings of natural selection and evolution. They explore, through modeling, ideas of genetic variation in a population to make sense of organisms surviving and reproducing, hence passing on the traits of the species. They play simulation games to gain understanding of how factors such as bottleneck effect and genetic drift affect populations and biodiversity in a given environment. Engineering Design Project Engineering design skills are developed incrementally in grades 6 – 8 through project-based learning. In Grade 7, students are given a choice of two math/science cross-curricular projects to explore. They choose between inventing a solution to a problem or designing a “green” home encompassing the latest green technologies. Through these projects, students continue to practice the engineering design process. Students practice communicating their projects through a formal thesis write-up of the project. Students practice 21st century skills of engineering reasoning, innovation, critical and creative thinking, designing and testing, collaborating and communicating. Students present their projects at the annual Science, Engineering, and Math Convention in February. All invention projects move on to the Greater San Diego Science and Engineering Fair. Grade – 8 Physical Science Students in Grade 8 develop their understanding of four core ideas: 1) Matter and its Interactions; 2) Motion and Stability: Forces and Interactions; 3) Energy; 4) Waves and Their Applications in Technologies for Information Transfer. Students build on the K-7 ideas and skills that allow them to explain in-depth phenomena that are central not only to the physical sciences, but also to earth/space sciences, and life sciences. In addition to hands-on learning, students use the Interactive Science Textbooks by Pearson Publishing, which features an innovative write-in student edition that makes learning personal, relevant, and engaging./span> Matter and its Interactions Students formulate answers to questions such as, “How do atomic and molecular interactions explain the properties of matter that we see and feel, and How can molecules be engineered to enhance our lives?” By the end of middle school, students are able to apply understanding that pure substances have characteristic physical and chemical properties and are made from a single type of atom or molecule. They are able to provide molecular level accounts to explain states of matter and changes between states. They develop an understanding that chemical reactions involve regrouping of atoms to form new substances, and atoms rearrange during chemical reactions. Students apply an understanding of design and the process of optimization in engineering to chemical reaction systems. Motion and Stability: Forces and Interactions Students formulate answers to questions such as, “How are physical interactions between objects and within systems of objects influenced by their environment, and How can forces be transferred between objects to create a desired effect?” By the end of middle school, students are able to apply Newton’s Laws of Motion to explain the motion of objects. Students also apply ideas about gravitational, electrical, and magnetic forces to explain a variety of phenomena including ideas about why some materials attract each other while others repel. In particular, students develop understanding that gravitational interactions are always attractive but that electrical and magnetic forces can be both attractive and negative. Students develop the ideas that objects can exert forces on each other even though the objects are not in contact, through fields. Energy Students formulate answers to questions such as, “How can energy be transferred from one object or system to another, and How are energy and the motion of an object related?” Students develop their understanding of important qualitative ideas about energy. For example, energy can be transferred from one object or system of objects to another, and the total change of energy in any system is always equal to the total energy transferred into or out of the system. Students understand that objects that are moving have kinetic energy and that objects may also contain stored (potential) energy, depending on their relative positions. Students will also come to know the difference between force and energy. Students are able to apply an understanding of design to the process of energy transfer. Waves and Their Applications in Technologies for Information Transfer Students formulate answers to questions such as, “What are the characteristic properties of waves and how can they be used, and How can light be used to send digital information?” Students are able to describe and predict characteristic properties and behaviors of waves when the waves interact with matter. Students can apply an understanding of waves and electromagnetic radiation as a means to send analog and digital information. Engineering Design Project Engineering design skills are developed incrementally in grades 6 – 8 through project-based learning. In Grade 8, students utilize the skills and knowledge developed during their middle school years to design and engineer a sustainable city that could exist 100 years from now. In this cross-curricular math/science project, student teams are given a challenge to design, for example, an innovative citywide solid waste management system for a future city that is safe, environmentally sound, and energy efficient. Students work in teams to deliver one of five components of the project: Virtual City; City Description; City Model; City Presentation; and Project Plan. Projects are entered in the Future City Regional Competition in January. Teams also present their future city designs at the annual Science, Engineering, and Math Convention in February.