# Grade Level Component Page Number(s) Current Text Proposed Corrected Text Reason for Edit 1 6 Unit 2, lesson 2.21 Home Design Prototype Part II. They should focus on maximizing energy transfer from the Sun to the materials in the house during the winter and minimizing this energy transfer during the summer. Students should also include heat transfer by convention and conduction in addition to radiation and Omissions of science vocabulary 2 6 Unit 2, Lesson 2.21 Passive Solar Home Report Handout 3. Research Explanation – Energy Transfer: Develop a statement that describes how the air inside the home gets warmed using your passive solar home design. Include a drawing that explains how energy is transferred within your solar home design. Add sentence in Item 3 to say: Make sure your drawing explains all possible methods of heat transfer. The passive solar home will be affected by all methods of heat transfer, not just radiation and re-radiation. 3 6 MS-ESS3-5 1.12a graph, World Population over the last 12,000 years The red line on graph The blue line on the graph Typo of the color of the line evidence
7 6 Lesson 1.2 Teacher Resources File is only a PDF File as editable document If the document is editable, it makes it easy for the teacher to make for their students 8 6 Standards List Grade 6 Overview, Standards, LS1.1 [Clarification Statement: Emphasis is on developing 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.] [Clarification Statement: Emphasis is on developing evidence that living things (including Bacteria, Archaea, and Eukarya) are made of cells, distinguishing between living and non-living [Clarification Statement: Emphasis is on developing evidence that living things (including Bacteria, Archaea, and Eukarya) are made of cells, distinguishing between living and non-living. Correct an omission in language: content that supports this standard is already in place. Also recommended to add this standard reference to places in curriculum that reflect student learning about bacteria and viruses.
9 8 Lesson 6.9 Simulation Activity Compare the forces of gravity on the Sun and Earth - which has greater gravitational force? Why? Compare the forces of gravity on the Sun, Moon, and Earth. Which has a greater gravitational force and how are the patterns of eclipses affected by these forces? To complete the student understanding of PE 10 8 Lesson 6.11 worksheet 6.11a The Model… Includes the Sun and the Earth-Earth must have a North Pole, South Pole, and Equator. The Model…Incudes the Sun, Moon, and the must have a North Pole, South Pole, and Equator. To complete the student understanding of PE 11 8 Lesson 1.2 The Blue Marble Activity Explain that students should use other planets, the moon, and the Sun to provide points of reference for the representation Explain that students should use other planets, the moon, their understanding of the phases of the moon, and the Sun to provide points of reference for the representation. To complete the student understanding of PE
12 6 Lesson 6.12 Modeling Sensory Response L.P. Activity 1 The models that students develop are a summative assessment to measure student understanding of sensory response. The models that students develop are a summative assessment to measure student understanding of sensory response that emphasizes both physical and emotional responses to stimuli. To complete the student understanding of PE 13 8 Lesson 1.2 Teacher Tips (none) Add Make certain students include the moon orbiting the Earth in Q1. Reason for edit: It is important for teachers to understand students know the moon’s orbit is part of the solar system, as it is used later in Unit 6. 14 8 Lesson 6.11 Tying It All Together. (none) Add sentence at end of paragraph. The 5◦ angle of the moon’s orbital plane explains why solar eclipses don’t occur monthly. The monthly orbit of the moon around the sun could lead students to conclude that we should experience a solar eclipse monthly, during every new moon.
15 8 Lesson 6.9 Lesson Plan Ends with Mars has a much smaller mass than Earth. If Mars were the same distance from the Sun as the Earth is, how would the gravitational force between Mars and the Sun compare to the gravitational force between Earth and the Sun? Add after the previous question: Why isn’t there a solar eclipse every month as the moon passes between the Earth and the Sun? A full model of the relationship among Earth, Sun, and Moon must explain the pattern of orbital interactions that cause eclipses to occur. 16 8 Lesson 6.11 Teacher Tips The model activity is designed to get students to understand that Earth’s tilt during its revolution around the Sun is the reason for the seasons. Add (at the end of the paragraph) The model activity is also designed to get students to understand that the moon’s orbital plane is not aligned to Earth’s orbit around the sun. A full model of the Earth’s annual path around the Sun needs to include an understanding of the moon’s orbital behavior, too. Social Content Citations: The panel identified the following social content violations:
# SC Code Grade Level Component Page Current Text Proposed Corrected Text Reason for Citation 1 A3 7 N/A N/A Inequitable proportions of representations of majority to minority individual accomplishments Include more examples of working female scientists. Equitable representation proportions are desired 2 A3 7 N/A N/A Inequitable proportions of representations of majority to minority individual accomplishments Include more examples of working minority group scientists. Equitable representation proportions are desired 3 A3 7 N/A N/A Inequitable proportions of representations of majority to minority individual accomplishments Include more examples of working LGBT scientists Equitable representation proportions are desired 4 J 6 Lesson 3.4, Chasing the Storm N/A Data on storm flooding. Include discussion of locally relevant wildfire information. In California, wildfires can affect storm flooding. 5 L 8 Lesson 5.10, Engineering drag-racers N/A Mask/use generic terms instead of brand names. Logos in image. California Department of Education, August 2018