EOC Review

EOC Review Resources

Science EOC review 6th

TeacherKevin Kearney
Subject AreaScience
Grade Level6
Week #34-36
Unit of Instruction6th Grade Curriculum
Standard(s) Taught

SC.6.N.3.2 Recognize and explain that a scientific law is a description of a specific relationship under given conditions in the natural world. Thus, scientific laws are different from societal laws.

SC.6.N.3.3 Give several examples of scientific laws.

SC.6.P.11.1 Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa.

SC.6.N.3.4 Identify the role of models in the context of the sixth grade science benchmarks.

SC.6.P.13.1 Investigate and describe types of forces including contact forces acting at a distance such as electrical, magnetic, and gravitational.

SC.6.P.13.2 Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are.

SC.6.P.13.3 Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both,

SC.6.P.12.1 Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship.

SC.6.N.1.1 Define a problem from the sixth grade curriculum, use appropriate reference material to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.

SC.6.N.1.4 Discuss, compare, and negotiate methods uses, results obtained, and explanations among groups of students conducting the same investigation.

SC.6.N.1.2 Explain why scientific investigations should be replicable.

SC.6.E.6.2 Recognize that there are a variety of different landforms on Earth’s surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida.

SC.6.E.6.1 Describe and give examples of ways in which Earth’s surface is built up and torn down by physical and chemical weathering, erosion, and deposition.

SC.6.E.7.4 Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere.

SC.6.E.7.9 Describe how the composition and structure of the atmosphere protects life and insulates the planet.

HE.6.C.1.3 Identify environmental factors that affect personal health.

SC.6.E.7.5 Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land.

SC.6.E.7.1 Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth’s system.

SC.6.E.7.6 Differentiate between weather and climate.

SC.6.E.7.2 Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate.

SC.6.E.7.3 Describe how global patterns such as the jet stream and ocean currents influence the local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation.

SC.6.E.7.7 Investigate how natural disasters have affected human life in Florida.

SC.6.E.7.8 Describe ways human beings protect themselves from hazardous weather and sun exposure.

SC.6.L.14.2 Investigate and explain the components of the scientific theory of cells: all organisms are composed of cells, all cells come from pre-existing cells, and cells are the basic unit of life.

SC.6.N.3.1 Recognize and explain that a scientific theory is a well-supported and widely accepted explanation of nature and is not simply a claim posed by an individual. Thus, the use of the term theory in science is very different than how it is used in everyday life.

SC.6.L.14.3 Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing.

SC.6.L.14.1 Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules to cells to tissues to organs to organ systems to organisms.

SC.6.L.14.4 Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles.

SC.6.L.14.5 Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis.

SC.6.L.14.6 Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites.

HE.6.C.1.5 Explain how body systems are impacted by hereditary factors and infectious agents.

SC.6.L.15.1 Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concepts of Domains.

Learning Targets and Learning Criteria

Science Process

Energy

Forces and Motion

Earth Structures and Changes

Earth Systems and Patterns

Weather and Climate

Cells

Human Body Systems

Classification

Classroom Activities

StudyJams

PhET Labs

Crash Course Kids

IXL

Assignments Due

Earth Spheres WebQuest – 5/12

What is the difference between weather and climate? Article and questions – 5/13 and 5/14

Additional Resources