6.2 The student will investigate and understand basic sources of energy, their origins, transformations, and uses. Key concepts include potential and kinetic energy; the role of the sun in the formation of most energy sources on Earth; nonrenewable energy sources; renewable energy sources; and energy transformations. In order to meet this standard, it is expected that students will compare and contrast potential and kinetic energy through common examples found in the natural environment. analyze and describe the transformations of energy involved with the formation and burning of coal and other fossil fuels. compare and contrast renewable (solar, wind, water [hydropower, tidal and waves], biofuels, geothermal, and biomass) and nonrenewable energy sources (coal, petroleum, natural gas, nuclear power). explain that hydrogen is not an energy source, but a means of storing and transporting energy. design an application of the use of solar and wind energy. chart and analyze the energy a person uses during a period and determine the sources. compare and contrast energy sources in terms of their origins, how they are utilized, and their availability. analyze the advantages and disadvantages of using various energy sources and their impact on climate and the environment. analyze and describe how the United States’ energy use has changed over time. analyze and describe sources of energy used in Virginia related to energy use nationally and globally. predict the impact of unanticipated energy shortages. comprehend and apply basic terminology related to energy sources and transformations. create and interpret a model or diagram of an energy transformation. design an investigation that demonstrates how light energy (radiant energy) can be transformed into other forms of energy (mechanical, chemical and electrical) Activities: Models/Simulations: (T) Teacher (S) Student Explore changing kinetic energy when it interconverts with potential energy. (S)
Standard Essential Knowledge, Skills, and Processes Activities, Models, and Simulations 6.4 The student will investigate and understand that all matter is made up of atoms. Key concepts include atoms consist of particles, including electrons, protons, and neutrons; atoms of a particular element are alike but are different from atoms of other elements; elements may be represented by chemical symbols; two or more atoms interact to form new substances, which are held together by electrical forces (bonds); compounds may be represented by chemical formulas; chemical equations can be used to model chemical changes; and a limited number of elements comprise the largest portion of the solid Earth, living matter, the oceans, and the atmosphere. In order to meet this standard, it is expected that students will create and interpret a simplified modern model of the structure of an atom. compare and contrast the atomic structure of two different elements. explain that elements are represented by symbols. identify the name and number of each element present in a simple molecule or compound, such as O2, H2O, CO2, or CaCO3. model a simple chemical change with an equation and account for all atoms. Distinguish the types of elements and number of each element in the chemical equation. (Balancing equations will be further developed in Physical Science.) name some of the predominant elements found in the atmosphere, the oceans, living matter, and Earth’s crust. Models/Simulations Use the atom builder to experiment with combining different amounts of protons, neutrons and electrons to make various kinds of atoms. (S) Build an atom and then play a game to challenge your skills. (S) Build molecules and view them in 3D. (S) Balance chemical equations and see a model of the equation as it is balanced. (S) Standard Essential Knowledge, Skills, and Processes Activities, Models, and Simulations
Standard Essential Knowledge, Skills, and Processes Activities, Models, and Simulations 6.6 The student will investigate and understand the properties of air and the structure and dynamics of Earth’s atmosphere. Key concepts include air as a mixture of gaseous elements and compounds; pressure, temperature, and humidity; atmospheric changes with altitude; natural and human-caused changes to the atmosphere and the importance of protecting and maintaining air quality; the relationship of atmospheric measures and weather conditions; and basic information from weather maps, including fronts, systems, and basic measurements. In order to meet this standard, it is expected that students will comprehend and apply basic terminology related to air and the atmosphere. identify the composition and physical characteristics of the atmosphere. analyze and interpret charts and graphs of the atmosphere in terms of temperature and pressure. measure and record air temperature, air pressure, and humidity, using appropriate units of measurement and tools. analyze and explain some of the effects that natural events and human activities may have on weather, atmosphere, and climate. evaluate their own roles in protecting air quality. design an investigation to relate temperature, barometric pressure, and humidity to changing weather conditions. compare and contrast cloud types and relate cloud types to weather conditions. compare and contrast types of precipitation. compare and contrast weather-related phenomena, including thunderstorms, tornadoes, hurricanes, and drought. interpret basic weather maps and make forecasts based on the information presented. map the movement of cold and warm fronts and interpret their effects on observable weather conditions. Activities: 6.6 a, c Investigate how to condense water from your classroom air. 6.6 c, d, e, f Measure changing weather conditions prior to, during, and after a storm. Models/Simulations: This model includes basic factors in climate change, including greenhouse gases, clouds, incoming sunlight and outgoing infrared. (T,S) The Gay-Lussac Law is that the pressure of a gas of fixed mass and fixed volume is directly proportional to the gas's absolute temperature. In the model a virtual gauge is placed in the container of gas to measure pressure. The output is shown with a bar graph. (T) Standard Essential Knowledge, Skills, and Processes Activities, Models, and Simulations 6.7 The student will investigate and In order to meet this standard, it is expected that
understand the natural processes and human interactions that affect watershed systems. Key concepts include the health of ecosystems and the abiotic factors of a watershed; the location and structure of Virginia’s regional watershed systems; divides, tributaries, river systems, and river and stream processes; wetlands; estuaries; major conservation, health, and safety issues associated with watersheds; and water monitoring and analysis using field equipment including hand-held technology. students will comprehend and apply basic terminology related to watersheds. use topographic maps to determine the location and size of Virginia’s regional watershed systems. locate their own local watershed and the rivers and streams associated with it. design an investigation to model the effects of stream flow on various slopes. analyze and explain the functioning of wetlands and appraise the value of wetlands to humans. explain what an estuary is and why it is important to people. propose ways to maintain water quality within a watershed. explain the factors that affect water quality in a watershed and how those factors can affect an ecosystem. forecast potential water-related issues that may become important in the future. locate and critique a media article or editorial (print or electronic) concerning water use or water quality. Analyze and evaluate the science concepts involved. argue for and against commercially developing a parcel of land containing a large wetland area. Design and defend a land-use model that minimizes negative impact. measure, record, and analyze a variety of water quality indicators and describe what they mean to the health of an ecosystem.
Standard Essential Knowledge, Skills, and Processes Activities, Models, and Simulations 6.8 The student will investigate and understand the organization of the solar system and the interactions among the various bodies that comprise it. Key concepts include the sun, moon, Earth, other planets and their moons, dwarf planets, meteors, asteroids, and comets; relative size of and distance between planets; the role of gravity; revolution and rotation; the mechanics of day and night and the phases of the moon; the unique properties of Earth as a planet; the relationship of Earth’s tilt and the seasons; the cause of tides; and the history and technology of space exploration. In order to meet this standard, it is expected that students will describe the planets and their relative positions from the sun. compare the characteristics of Pluto to the planets and explain its designation as a dwarf planet. design and interpret a scale model of the solar system. (A scale model may be a physical representation of an object or concept. It can also be a mathematical representation that uses factors such as ratios, proportions, and percentages.) explain the role of gravity in the solar system. compare and contrast revolution and rotation and apply these terms to the relative movements of planets and their moons. model and describe how day and night and the phases of the moon occur. model and describe how Earth’s axial tilt and its annual orbit around the sun cause the seasons. describe the unique characteristics of planet Earth. discuss the relationship between the gravitational pull of the moon and the cycle of tides. compare and contrast the ideas of Ptolemy, Aristotle, Copernicus, and Galileo as related to the solar system. create and interpret a timeline highlighting the advancements in solar system exploration over the past half century. This should include information on the first modern rockets, artificial satellites, orbital missions, missions to the moon, Mars robotic explorers, and exploration of the outer planets. Activities: 6.8a, 6.1i 6.8e, 6.1i Use a model to explore the phases of the moon. (Model) 6.8g, 6.1i Explore how the changing length of daylight causes seasons on Earth. (Sensor: Temperature, Model) 6.8g, 6.1i Explore how the changing position of the sun causes seasons on the earth. (Sensors: Light, Temperature, Model) Models/Simulations: The moon revolves around Earth and the corresponding phase of the moon, as displayed from Earth, is displayed. (T)