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__**Life Science in 6th grade**__
During the 4th quarter this year we will be investigating some important concepts of life science. These concepts include the cycling of matter and energy through out the planet and the environmental conditions that effect the survival of organisms.

Life science: Standard 2.2 - Organisms interact with each other and thier environment in various ways that create a flow of energy and cycling of matter in an ecosystem
//March - April// consumers in an ecosystem. || a. Develop, communicate, and justify an evidence-based explanation about why there generally are more producers than consumers in an ecosystem. || * Preassessment ecosystem Nova - Illuminating Photosynthesis Photosynthesis diagram || an ecosystem. || b. Design a food web diagram to show the flow of energy through an ecosystem. || * Labeling a food web and tracing energy food web based on an ecosystem || Study Jams - Food Chains Food Chain Game Study Jams - Food Webs || of matter in ecosystems. || * Tracing matter through an ecosystem at work - Decomposers. || Study Jams - Carbon Cycle Carbon cycle activity ||
 * Topics covered || Evidence outcomes (based on state standards) || Activities || Resources ||
 * **Producers and consumers**
 * Definitions
 * Examples
 * Why their are more producers than
 * Vocabulary
 * Producers - making food
 * Consumers - stealing energy
 * Exploring an
 * Energy flow activity || Study Jams (photosynthesis)
 * **Food Web Diagrams**
 * Flow of energy through the various levels of
 * Filling in examples
 * Developing our own
 * **Matter cycles within ecosystems**
 * Conserving matter in an ecosystem
 * The carbon cycle
 * matter flow vs. energy flow || c. Compare and contrast the flow of energy with the cycling
 * Investigating worm

Standard 2.1 - Changes in environmental conditions can affect the survival of individual organisms, populations, and entire species.
//April - June// conditions (such as climate change) and populations that support a claim describing why a specific population might be increasing or decreasing. ||  ||   || explanation about how ecosystems interact with and impact the global environment. ||  ||   || outputs, to predict how a change to that ecosystem such as climate change might impact the organisms, populations, and species within itsuch as the removal of the top predator or introduction of a new species. ||  ||   || variety of sources and media to investigate how environmental conditions affect the survival of individual organisms. ||  ||   ||
 * Topics covered || Evidence outcomes (based on state standards) || Activities || Resources ||
 * || a. Interpret and analyze data about changes in environmental
 * || b. Develop, communicate, and justify an evidence based
 * || c. Model equilibrium in an ecosystem, including basic inputs and
 * || d. Examine, evaluate, question, and ethically use information from a

Logo created by: Tom Griffith The image at the top represents the scope of life from the smallest bacteria to the largest living things on earth, the giant Redwood trees of the Western United States.

Image Attribution:

Image: ' [|Helicobacter pylori] ' http://www.flickr.com/photos/47353092@N00/1827927012

Image: ' [|Dancing Humpback] ' http://www.flickr.com/photos/68711056@N00/287089268 Image: ' [|Male human head louse] ' [] Image: ' [|General Sherman Tree] ' [] Image: ' [|Mother and child] ' http://www.flickr.com/photos/14821912@N00/131288656