The content standards for 6th Grade Science are divided into three content strands and the six process standards are listed in their entirety at the end of this document. These standards are directly aligned to the Oklahoma PASS Standards for 6th Grade Science and should be used to guide instruction as a minimum set of competencies.
| Physical Science Unit | |
|---|---|
| CS1.0 | Physical Properties in Matter – Physical characteristics of objects can be described using shape, size and mass whereas the materials from which objects are made can be described using color and texture. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives. |
| CS1.1 | Matter has physical properties that can be measured (i.e., mass, volume, temperature, color, and texture). Changes in physical properties of objects can be observed, described, and measured using tools such as simple microscopes, gram spring scales, metric rulers, metric balances, and Celsius thermometers. |
| CS1.2 | The mass of an object is not altered due to changes in shape. Living systems are organized by levels of complexity (i.e., cells, tissues, organs, and/or systems). |
| CS2.0 | Transfer of Energy – Change from one form of energy to another (i.e., electrical energy to light energy). The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: |
| CS2.1 | Energy exists in many forms such as heat, light, electricity, mechanical motion, and sound. Energy can be transferred in various ways. |
| CS2.2 | Electrical circuits provide a means of transferring electrical energy when heat, light, and sound are produced (e.g., open and closed circuits). |
| CS2.3 | Electric currents and magnets can exert a force on each other. |
| Life Science Unit | |
| CS3.0 | Structure and Function in Living Systems – Living systems at all levels of organization demonstrate the complementary nature of structure and function. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: |
| CS3.1 | Cells are the building blocks of all organisms (both plants and animals). |
| CS3.2 | Living systems are organized by levels of complexity (i.e., cells, organisms, and ecosystems). |
| CS4.0 | Populations and Ecosystems – Populations consist of individuals of a species that occur together at a given place and time. All populations living together and the physical factor with which they interact compose an ecosystem. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: |
| CS4.1 | Living organisms strive to maintain a constant internal environment (i.e., temperature regulation). |
| CS4.2 | In all environments, organisms with similar needs may compete with one another for resources, including food, space, water, air, and shelter. Other relationships may be beneficial. |
| Earth/Space Science Unit | |
| CS5.0 | Structures of the Earth and the Solar System – The earth is mostly rock, three-fourths of its surface is covered by a relatively thin layer of water, and the entire planet is surrounded by a relatively thin blanket of air, and is able to support life. The student will engage in investigations that integrate the process standards and lead to the discover of the following objectives: |
| CS5.1 | Earth has four main systems that interact: the atmosphere, the hydrosphere, the biosphere, and the geosphere. |
| CS5.2 | Water, which covers the majority of the Earth’s surface, circulates through the crust, oceans, and atmosphere in what is known as the water cycle. |
| CS5.3 | The sun provides the light and heat necessary to maintain life on Earth and is the ultimate source of energy (i.e., producers receive their energy from the sun). |
| Process Skills | |
| PS1.0 | Observe and measure- Observing is the first action taken by the learner to acquire new information about an object, organism, or event. Opportunities for observation are developed through the use of a variety of scientific tools. Measurement allows observations to be quantified. The student will accomplish these objectives to meet this process standard. |
| PS1.1 | Identify qualitative and/or quantitative changes given conditions (e.g., temperature, mass, volume, time, position, length) before, during, and after an event. |
| PS1.2 | Use appropriate tools (e.g., metric rulers, graduated cylinders, thermometers, balances, spring scales, stopwatches) when measuring objects, organisms, and/or events. |
| PS1.3 | Use appropriate System International (SI) units (i.e., grams, meters, liters, degrees Celsius, and seconds); and SI prefixes (i.e., micro-, mill-, centi-, and kilo-) when measuring cells, organisms, populations, and ecosystems. |
| PS2.0 | Classify- Classifying establishes order. Organisms and events are classified based on similarities, differences, and interrelationships. The student will accomplish these objectives to meet this process standard. |
| PS2.1 | Using observable properties, place cells, organisms, and/or events into a biological classification system. |
| PS2.2 | Identify the properties by which a biological classification system is based. |
| PS3.0 | Experiment - Experimenting is a method of discovering information. It requires making observations and measurements to test ideas. The student will accomplish these objectives to meet this process standard. |
| PS3.1 | Evaluate the design of a biology laboratory investigation |
| PS3.2 | Identify the independent variables, dependent variables, and controls in an experiment. |
| PS3.3 | Identify a hypothesis for a given problem in biology investigations |
| PS3.4 | Recognize potential hazards and practice safety procedures in all biology activities. Identify the independent variables, dependent variables, and controls in an experiment. |
| PS3.5 | Recognize potential hazards and practice safety procedures in all biology activities. |
| PS4.0 | Process Standard 4: Interpret and Communicate - Interpreting is the process of recognizing patterns in collected data by making inferences, predictions, or conclusions. Communicating is the process of describing, recording, and reporting experimental procedures and results to others. Communication may be oral, written, or mathematical and includes organizing ideas, using appropriate vocabulary, graphs, other visual representations, and mathematical equations. The student will accomplish these objectives to meet this process standard. |
| PS4.1 | Select appropriate predictions based on previously observed patterns of evidence. |
| PS4.2 | Report data in an appropriate manner. |
| PS4.3 | Interpret data tables, line, bar, trend, and/or circle graphs. |
| PS4.4 | Accept or reject hypotheses when given results of a biological investigation. |
| PS4.5 | Evaluate experimental data to draw the most logical conclusion. |
| PS4.6 | Prepare a written report describing the sequence, results, and interpretation of a biological investigation or event. |
| PS4.7 | Communicate or defend scientific thinking that results in conclusions. |
| PS4.8 | Identify and/or create an appropriate graph or chart from collected data, tables, or written description (e.g., population studies, plant growth, and heart rate). |
| PS5.0 | Process Standard 5: Model - Modeling is the active process of forming a mental or physical representation from data, patterns, or relationships to facilitate understanding and enhance prediction. The student will accomplish these objectives to meet this process standard. |
| PS5.1 | Interpret a biological model, which explains a given set of observations. |
| PS5.2 | Select predictions based on models such as pedigrees, life cycles, and energy pyramids. |
| PS5.3 | Review data, summarize data and form logical conclusions. |