SCIENCE GUIDING PRINCIPLES
Effective Science Education is based in the following guiding principles:
1. Scientific explanations are always subject to change in the face of new evidence.
2. An effective program in science is integrally related to mathematics.
3. An effective program in science addresses students’ prior knowledge and misconceptions.
4. Investigation, experimentation, and problem solving are central to effective science education.
5. Students need opportunities to talk about their work in focused discussions with peers and
with those who have more experience and expertise.
6. Implementation of an effective science program requires district-wide planning collaboration
with experts, appropriate materials, support from parents and community, and ongoing
professional development.
DESTREZAS CIENTÍFICAS ESENCIALES
A. Pensar Críticamente
1. Observar e inferir
2. Comparar y contrastar
3. Reconocer causas y efectos
4. Clasificar
5. Hacer secuencias
6. Hacer mapas de conceptos
7. Hacer y usar tablas
8. Hacer y usar gráficos
B. ACTUAR OBJETIVAmente
1. Hacer definiciones operacionales
2. Hacer hipótesis
3. Diseñar un experimento para probar una hipótesis
4. Separar y controlar variables
5. Predecir efectos
6. Interpretar información numérica
7. Representar y aplicar datos
8. Interpretar ilustraciones científicas
9. Hacer modelos
10. Medir usando el Sistema Internacional de medidas.
C. Comunicar Ideas EFECTIVAMENTE
1. Interpretar conceptos científicos expresados en números, fórmulas, razones, proporciones
y otros símbolos.
2. Reportar con propiedad los resultados de una investigación.
3. Explicar los fundamentos, procedimientos y resultados de experimentos e investigaciones.
STANDARD BASED SCIENCE PROGRAM
DCPS Standards: Fourth Advisory
6th. Grade
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UNIT
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POWER STANDARDS COVERED
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Unit 8: PLATE TECTONICS
WHAT ARE PLATES?
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6.8.1. Describe the solid lithosphere of Earth, including both the continents and the ocean basins, and how it is broken into several plates that ride on a denser, hot, and gradually deformable layer in the mantle called the asthenosphere (weak sphere).
6.8.5. Explain the process in which plates push against one another, one of them may be dense enough to sink under the other, a process called subduction. Explain that oceanic lithosphere may sink under continental or oceanic lithosphere, but continental lithosphere does not subduct.
6.8.3 Explain how lithosphere plates move very slowly, pressing against one another sin some places, pullingu apart in other places, and sliding past one another in others
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Unit 10: ONE O'CLOCK, TWO O'CLOCK, THREE O'CLOCK ROCK
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6.7.1. Recognize minerals are naturally occurring crystalline solids with definite chemical compositions, and identify common minerals using a key to their diagnostic properties.
6.7.3. Describe how igneous rocks are formed when older rocks are melted and then recrystallized. Understand they may be cooled deep in the Earth or at or near the surface as part of volcanic systems.
6.7.4. Explain how metamorphic rocks are formed when older rocks are heated (short of melting) and/or subjected to increased pressure.
6.7.5. Describe how sedimentary rocks are formed when older rocks are subjected to weathering into sediments, and those sediments are eroded, transported, deposited, then compacted and cemented.
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Unit 11: EVOLUTION - EVOLUTION
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6.8.12. Explain how physical evidence, such as fossils and surface features of glaciation, supports detailed explanations of how Earth’s surface has evolved over geologic time.
6.9.6. Recognize that evidence from geologic layers and radioactive dating indicates that Earth is approximately 4.6 billion years old and life on this planet has existed for more than 3 billion years.
6.1.9. Read a topographic map and a geologic map for evidence provided on the maps.
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7th. Grade
| UNITS |
POWER STANDARDS COVERED
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Unit 8: Blast from the Past
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7.3.2. Recognize and describe that biological classifications are based on how organisms are related: Organisms are classified into a hierarchy of groups and subgroups, with species as the most fundamental unit.
7.6.4. Explain how independent lines of evidence drawn from geology, fossils, comparative anatomy, and molecular biology provide the firm basis of evolutionary theory.
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Unit 9: The Prosecution Rests
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7.1.4. Recognize testable hypotheses in investigations that pertain to the content under study, and write instructions that others can follow in carrying out the investigation.
7.1.6. Incorporate circle charts, bar and line graphs, diagrams, scatterplots, and symbols into writing, such as lab or research reports, to serve as visual displays of evidence for claims and/or conclusions.
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Ir a:
TIGRE - VISIÓN
ESPAÑOL
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