Science - Sixth Grade
(revised 12/2003)
Life Science
Content Standard: 2.0 Interactions Between Living Things and
Their Environment
The student will investigate how living things interact with one another and
with non-living elements of their environment.
Learning Expectations:
2.1 Understand the nature of symbiotic relationships.
2.2 Examine the competitive relationships among organisms within an ecosystem.
Accomplishments:
Interactions Between Living Things and Their Environment:
6.2.1 Understand the nature of symbiotic relationships
- Describe commensal, parasitic, and mutualistic relationships.
6.2.2 Examine the competitive relationships among organisms within an ecosystem.
- Distinguish between predators and prey.
- Describe the impact of competition among species
within an ecosystem.
- Interpret how humans impact ecosystems.
Performance Indicators State:
As documented through state assessment,
At Level 1, the student is able to
6.2.spi.1 recognize how animals and plants are interdependent.
At Level 2, the student is able to
6.2.spi.2 distinguish between commensalism, parasitism, and mutualism.
At Level 3, the student is able to
6.2.spi.3 predict whether an organism can survive in a particular ecosystem.
Performance Indicators Teacher:
As documented through teacher observation,
At Level 1, the student is able to
6.2.tpi.1 investigate how organisms may be affected by environmental
factors (e.g., pollution, temperature/climate change)
6.2.tpi.2 examine and describe the relationships among plants and animals
within a specific environment.
At Level 2, the student is able to
6.2.tpi.3 use several scenarios to distinguish between predators and
prey.
6.2.tpi.4 describe the niche and habitat of an organism within an ecosystem.
At Level 3, the student is able to
6.2.tpi.5 construct and maintain a model of an ecosystem.
6.2.tpi.6 compare the boundaries between ecosystems and the interactions
among the organisms within them.
Content Standard: 3.0 Food Production and Energy for Life
The student will study the basic parts of plants, investigate how plants produce
food, and discover that plants and animals use food to sustain life.
Learning Expectations:
3.1 Recognize relationships within food chains.
Accomplishments
Food Production and Energy for Life:
6.3.1 Recognize relationships within food chains.
- Classify organisms as producers, consumers, and decomposers.
- Demonstrate interrelationships among organisms in a food chain or
food web.
Performance Indicators State
As documented through state assessment,
At Level 1, the student is able to
6.3.spi.1 identify how organisms obtain food for energy.
At Level 2, the student is able to
6.3.spi.2 classify organisms as producers, consumers, or decomposers
in a food chain or food web.
At Level 3, the student is able to
6.3.spi.3 infer the consequences of a change in the population size of
an organism in a food chain or food web.
Performance Indicators Teacher:
As documented through teacher observation,
At Level 1, the student is able to
6.3.tpi.1 recognize the kinds of organisms that form the base of a food
chain.
6.3.tpi.2 observe and describe how various organisms obtain and use
food.
At Level 2, the student is able to mmmmmm
6.3.tpi.3 classify the trophic level (i.e., producer, consumer, decomposer)
of an organism.
6.3.tpi.4 describe the feeding relationships between organisms that
form a food chain.
At Level 3, the student is able to
6.3.tpi.5 demonstrate how food chains are linked together to form a
complex food web.
Standard Number: 5.0 Diversity and Adaptation Among Living Things
The student will understand that living things have characteristics that enable
them to survive in their environment.
Learning Expectations:
5.1 Understand how organisms are adapted for surviving in certain environments.
Accomplishments
Diversity and Adaptation Among Living Things:
6.5.1 Understand how organisms are adapted for surviving in particular
environments.
- Explain how the relationship between the form and function of an
organism is associated with survival in a given environment.
Performance Indicators State:
As documented through state assessment,
At Level 1, the student is able to
6.5.spi.1 identify adaptations that enhance the survival of organisms
in an environment.
At Level 2, the student is able to
6.5.spi.2 determine which organisms are likely to survive in a particular
environment.
At Level 3, the student is able to
6.5.spi.3 classify plants and animals into groups according to their features.
Performance Indicators Teacher:
As documented through teacher observation,
At Level 1, the student is able to
6.5.tpi.1 demonstrate and describe examples of adaptations that enable
animals to survive.
At Level 2, the student is able to
6.5.tpi.2 design an (imaginary) organism with adaptations necessary
for survival in a (imaginary) habitat.
6.5.tpi.3 explain the relationship between a given structure of an organism
and its purpose (e.g., teeth to chewing, stamen to pollination).
At Level 3, the student is able to
6.5.tpi.4 determine specific characteristics of organisms that enable
them to survive in certain environments.
Content Standard: 6.0 Biological Change
The student will understand that living things have changed over time.
Learning Expectations:
6.1 Investigate the fossil evidence found in various sedimentary rock
layers.
6.2 Recognize various forms of evidence which indicate that life forms
have changed over time.
6.3 Reason how environmental changes are associated with the extinction
of a species.
Accomplishments
Biological Change:
6.6.1 Investigate the fossil evidence found in sedimentary
rock layers.
- Differentiate between the relative age of fossils in a sedimentary
rock diagram.
- Determine the geologic age of an object using a diagram or a time
line.
6.6.2 Recognize various types of evidence which indicate
that life forms have changed over time.
- Identify additional lines of scientific evidence, other than fossils,
that support the idea of change over time.
6.6.3 Reason how environmental changes are associated with
the extinction of a species.
- Predict how a specific environmental change might affect the survival
of a plant or animal species.
- Evaluate possible causes of extinction.
Performance Indicators State:
As documented through state assessment,
At Level 1, the student is able to
6.6.spi.1 analyze how fossils provide information about the
past.
6.6.spi.2 identify factors that contribute to extinction.
At Level 2, the student is able to
6.6.spi.3 differentiate between the relative age of fossils in sedimentary
rock.
At Level 3, the student is able to
6.6.spi.4 select additional lines of scientific evidence, other than
fossils, that illustrate change over time.
Performance Indicators Teacher:
As documented through teacher observation,
At Level 1, the student is able to
6.6.tpi.1 classify animal populations as thriving, threatened, endangered,
or extinct.
At Level 2, the student is able to
6.6.tpi.2 compare and contrast the different processes of fossil formation.
6.6.tpi.3 construct mock fossils using casts and molds.
6.6.tpi.4 collect and/or observe various fossils and relate them to
biogeographical changes.
At Level 3, the student is able to
6.6.tpi.5 explore additional lines of scientific evidence, other than
fossils, that illustrate change over time.
6.6.tpi.6 research careers related to the study of biological change.
Earth and Space Science
Content Standard: 7.0 Earth and Its Place in the Universe
The student will investigate the structure of the universe.
Learning Expectations:
7.1 Recognize the basic components of the universe.
7.2 Investigate the relative distances of objects in space.
7.3 Explore the positional relationships among the earth, moon, and sun.
7.4 Understand that gravity is the force that keeps planets in orbit around
the sun and governs movement in the solar system.
7.5 Explore the role of technology and careers associated with the study
of space.
Accomplishments
Earth and Its Place in the Universe:
6.7.1 Recognize the basic features of the universe.
- Differentiate among the components of the universe.
6.7.2 Investigate the relative distances between objects in space.
- Construct a model of the solar system.
6.7.3 Describe the positional relationships among the earth, moon, and
sun.
- Illustrate the positions of the earth, moon, and sun during solar
and lunar eclipses.
- Use a model to explain how the tilt of the earth and its revolution
around the sun causes the seasons.
6.7.4 Understand that gravity is the force that keeps planets
in orbit around the sun and governs movement in the solar system.
- Identify the pull of gravity as the force that holds the planets and
their moons in orbit.
- Relate tidal conditions with the position of the moon.
6.7.5 Explore the role of technology and careers associated
with the study of space.
- Make use of available resources (Internet, library, interviews, etc.)
to research careers associated with technology and space exploration.
Performance Indicator State:
As documented through state assessment,
At Level 1, the student is able to
6.7.spi.1 distinguish between a day, month, and year on earth based
on the movements of the earth, sun, and moon.
6.7.spi.2 identify the force that pulls objects toward the earth.
6.7.spi.3 differentiate between planets according to specific characteristics.
At Level 2, the student is able to
6.7.spi.4 categorize the components of the universe (i.e. stars, planets,
comets, asteroids, meteors).
6.7.spi.5 differentiate between a solar and a lunar eclipse.
6.7.spi.6 select the diagram that reflects the earth/sun relationship
that accounts for the four seasons.
At Level 3, the student is able to
6.7.spi.7 predict the type of tide produced by the different positions
of the earth and moon system.
Performance Indicator Teacher:
As documented through teacher observation,
At Level 1, the student is able to
6.7.tpi.1 make a model of the solar system that emphasizes the correct
order of the planets and their distance from the sun.
At Level 2, the student is able to
6.7.tpi.2 draw the position of the sun, earth, and moon during eclipses
and tidal conditions.
6.7.tpi.3 diagram the relationship of the earth to the sun to account
for earth’s seasons.
6.7.tpi.4 research and communicate information about the composition,
surface features, and conditions of all the planets in the solar system.
6.7.tpi.5 collect information about stars and make inferences concerning
their impact on our galaxy.
6.7.tpi.7 construct a timeline of the history of space exploration.
At Level 3, the student is able to
6.7.tpi.8 investigate and describe how tides are produced and when these
occur.
6.7.spi.9 research a career related to earth/space systems (e.g.., astronomer,
astronaut, aerospace engineer).
Physical Science
Standard Number: 14.0 Energy
The student will investigate energy and its uses.
Learning Expectations:
14.1 Identify and describe characteristics of waves.
14.2 Understand the difference between heat and temperature.
14.3 Understand the basic principles of electricity.
14.4 Understand that one form of energy can be transformed into another
form of energy.
14.5 Understand the nature of light, including the electromagnetic spectrum.
Accomplishments
Energy:
6.14.1 Identify and describe the characteristics of waves.
- Recognize the basic parts of a wave.
- Distinguish among wavelength, frequency, and
amplitude.
- Explain how the properties of a sound are related
to wavelength, frequency, and amplitude.
6.14.2 Understand the difference between heat and temperature.
- Describe how heat flows between objects.
- Explain the difference between the Fahrenheit and Celsius temperature
scales.
6.14.3 Understand the basic principles of electricity.
- Explain how magnets are involved in the production of electricity.
6.14.4 Understand that one form of energy can be transformed into another
form of energy.
- Distinguish among heat, chemical, electrical,
and mechanical energy.
- Understand the law of conservation of energy.
6.14.5 Understand the nature of light, including the electromagnetic spectrum.
- Describe the electromagnetic spectrum.
- Distinguish among refraction, reflection, and
absorption of light.
- Compare incandescent and fluorescent light with
respect to production and efficiency.
Performance Indicators State:
As documented through state assessment,
At Level 1, the student is able to
6.14.spi.1 predict the direction of heat flow between objects.
At Level 2, the student is able to
6.14.spi.2 identify the wavelength, frequency, and amplitude of a wave.
6.14.spi.3 recognize a variety of energy transformations.
6.14.spi.4 select examples of refraction, reflection, and absorption
of light.
At Level 3, the student is able to
6.14.spi.5 infer the impact of nuclear power on humans and the environment.
Performance Indicators Teacher:
As documented through teacher observation
At Level 1, the student is able to
6.14.tpi.1 demonstrate processes and identify objects that give off
heat.
6.14.tpi.2 investigate and describe ways that the sun’s energy
is used in everyday life.
At Level 2, the student is able to
6.14.tpi.3 identify waves as transverse or longitudinal.
6.14.tpi.4 create a situation that demonstrates how waves are produced
and transmitted.
6.14.tpi.5 draw and label the electromagnetic spectrum.
6.14.tpi.6 model the relationship of kinetic, potential, and total energy
within a closed system.
6.14.tpi.7 investigate the relationship between magnets and electricity.
6.14.tpi.8 construct open, closed, series, and parallel circuits.
6.14.tpi.9 construct a simple motor.
6.14.tpi.10 investigate the energy transformation in a common event.
6.14.tpi.11 demonstrate and communicate the importance of energy conservation.
At level 3, the student is able to
6.14.tpi.12 create a progression of events to illustrate the path of
electricity from its origin to the home.
6.14.tpi.13 build a model that incorporates at least three different
forms of energy.
6.14.tpi.14 research nuclear power and its impact on man and the environment.
6.14.tpi.15 research careers that are related to energy, heat, or electricity.
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