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6th Grade Science Process Standards

This text resource illustrates the Standards Map for the Grade 6 Science Process Standards in PASS.

Standards

  3. Oklahoma Priority Academic Student Skills (PASS): Science > G.6 > Science Processes and Inquiry > PS.1

    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.

    Content Skills Learning Targets Big Ideas Essential Questions
    Information
    2 - Observe (Objects)
    2 - Measure (Objects)
    2 - Observe (Organisms)
    2 - Measure (Events)
    2 - Observe (Organisms)
    2 - Measure (Events)
    2 - I can observe quantitative information about objects.
    2 - I can measure quantitative information about objects.
    2 - I can observe quantitative information about organisms.
    2 - I can measure quantitative information about organisms.
    2 - I can observe quantitative information about events.
    2 - I can measure quantitative information about events.
    A. Through the use of scientific tools, observations can be quantified resulting in new information in the form of measurements.
    A.1 What observations can I make of an object?
    A.2 What observations can I make of an organism?
    A.3 What observations can I make of an event?
    A.4 How do I use a scientific tool to take a measurement?
  4. Oklahoma Priority Academic Student Skills (PASS): Science > G.6 > Science Processes and Inquiry > PS.1 > O.1

    Identify qualitative and/or quantitative changes given conditions (e.g., temperature, mass, volume, time, position, length) before, during, and after an event.

    Content Skills Learning Targets Big Ideas Essential Questions
    1 - Identify (Qualitative, quantitative changes)
    1 - I can identify changes in temperature before, during, after an event.
    1 - I can identify changes in mass before, during, after an event.
    1 - I can identify changes in volume before, during, after an event.
    1 - I can identify changes in position before, during, after an event.
    1 - I can identify changes in length before, during, after an event.
    A. Through qualitative and quantitative observations we can discover what happens when an event occurs.
    A.1 For a given event, what conditions should be observed?
    A.2 How do conditions change before, during, and after an event?
  5. Oklahoma Priority Academic Student Skills (PASS): Science > G.6 > Science Processes and Inquiry > PS.1 > O.2

    Use appropriate tools (e.g., metric ruler, graduated cylinder, thermometer, balances, spring scales, stopwatches, computers and handheld data collection devices) to measure objects, organisms, and/or events.

    Content Skills Learning Targets Big Ideas Essential Questions
    1 - Identify (Appropriate tools)
    2 - Measure (Objects)
    2 - Measure (Organisms)
    2 - Measure (Events)
    2 - I can measure objects using appropriate tool.
    2 - I can measure organisms using appropriate tool.
    2 - I can measure events using appropriate tool.
    A. Various measuring tools may be used to make observations of an objects, organisms, or events.
    A.1 What are the specific steps to reading correctly a measuring device?
    A.2 How does one determine the appropriate tool to measure a specific object?
    A.3 How does one determine the appropriate tool to measure a specific organism?
    A.4 How does one determine the appropriate tool to measure a specific event?
  6. Oklahoma Priority Academic Student Skills (PASS): Science > G.6 > Science Processes and Inquiry > PS.1 > O.3

    Use appropriate International System of Units (SI)  (i.e., grams, meters, liters, degrees Celsius, and seconds); and SI prefixes (i.e.  milli-, centi-, and kilo-) when measuring objects, organisms and/or events.

    Content Skills Learning Targets Big Ideas Essential Questions
    International System of Units
    SI Prefixes
    1 - Identify (Appropriate SI Units)
    1 - Identify (SI prefixes)
    1 - Measure (Objects)
    1 - Measure (Organisms)
    1 - Measure (Events)
    1 - I can measure objects using SI units and prefixes.
    1 - I can measure organisms using SI units and prefixes.
    1 - I can measure events using SI units and prefixes.
    A. When measuring objects, organisms, and/or events one learns more about them.
    B. When using a standardized measuring system, it helps everyone's understanding of what the measurements mean.
    A.1 What information does one need in order to learn more about the object, organism, or event?
    B.1 How do I determine the appropriate SI prefix for measuring an object, organism and/or event?
    B.2 What units do I need to use when measuring an object, organism and/or event?
  7. Oklahoma Priority Academic Student Skills (PASS): Science > G.6 > Science Processes and Inquiry > PS.2

    Classify - Classifying establishes order. Objects, organisms, and events are classified based on similarities, differences, and interrelationships. The student will accomplish these objectives to meet this process standard.

    Content Skills Learning Targets Big Ideas Essential Questions
    2 - Classify (Objects)
    2 - Classify (Organisms)
    2 - Classify (Events)
    2 - I can classify objects using similarities.
    2 - I can classify objects using differences.
    2 - I can classify objects using interrelationships.
    2 - I can classify organisms using similarities.
    2 - I can classify organisms using differences.
    2 - I can classify organisms using interrelationships.
    2 - I can classify events using similarities.
    2 - I can classify events using differences.
    2 - I can classify events using interrelationships.
    A. Classifying using similarities, differences, and interrelationships establishes order.
    A.1 What similarities can be used to classify?
    A.2 How are differences used to guide one classifying something?
    A.3 When can interrelationships be used to classify?
  8. Oklahoma Priority Academic Student Skills (PASS): Science > G.6 > Science Processes and Inquiry > PS.2 > O.1

    Using observable properties, place an object, organism, and/or event into a classification system (e.g., dichotomous keys, periodic table, biological hierarchy).

    Content Skills Learning Targets Big Ideas Essential Questions
    Observable Properties
    2 - Classify (Objects base on properties)
    2 - Classify (Organisms base on properties)
    2 - Classify (Events base on properties)
    2 - I can classify objects using their properties.
    2 - I can classify organisms using their properties.
    2 - I can classify events using their properties.
    A. Using a classification system helps to better understand the properties of an object, organism, and/or event.
    A.1 What observable properties are used to classify an object?
    A.2 What observable properties are used to classify an organism?
    A.3 What observable properties are used to classify an event?
    A.4 How does one use a dichotomous key?
    A.5 What properties of elements are revealed using a periodic table?
    A.6 How can biological hierarchy be used to classify organisms?
  9. Oklahoma Priority Academic Student Skills (PASS): Science > G.6 > Science Processes and Inquiry > PS.2 > O.2

    Identify properties by which a set of objects, organisms, or events could be ordered.

    Content Skills Learning Targets Big Ideas Essential Questions
    Properties
    1 - Identify (properties)
    2 - Order (objects based on properties)
    2 - Order (organisms based on properties)
    2 - Order (events based on properties)
    1 - I can identify properties of an object.
    2 - I can order a series of objects using their properties.
    1 - I can identify properties of an organism.
    2 - I can order a series of organisms using their properties.
    1 - I can identify properties of an event.
    2 - I can order a series of events using their properties.
    A. Using properties, objects may be placed in specific order to better understand their relationship one to another.
    B. Using properties, organisms may be placed in specific order to better understand their relationship one to another.
    C. Using properties, events may be placed in specific order to better understand their relationship one to another.
    A.1 How can properties be used to order objects?
    B.1 How can properties be used to order organisms?
    C.1 How can properties be used to order events?
  10. Oklahoma Priority Academic Student Skills (PASS): Science > G.6 > Science Processes and Inquiry > PS.3

    Experiment - Understanding experimental designs requires that students recognize the components of a valid experiment.   The student will accomplish these objectives to meet this process standard.

    Content Skills Learning Targets Big Ideas Essential Questions
    3 - Discover (Information)
    4 - Test (Ideas)
    2 - Observe (Phenomena)
    2 - Measure (Phenomena)
    3 - I can discover information through experimenting.
    4 - I can test ideas about a phenomena.
    2 - I can observe phenomena.
    2 - I can measure phenomena.
    A. Experimenting is the use of making observations and measurements in order to discover new information.
    A.1 How do I test ideas about a phenomena through observations and measurements?
    A.2 What makes a good question when looking at a phenomena?
    A.3 What makes a good procedure for an experiment?
    A.4 When looking at a phenomena, what observations can be made?
  11. Oklahoma Priority Academic Student Skills (PASS): Science > G.6 > Science Processes and Inquiry > PS.3 > O.1

    Ask questions about the world and design investigations that lead to scientific inquiry.  Identify testable questions based on prior knowledge, background research, or observations.

    Content Skills Learning Targets Big Ideas Essential Questions
    Investigations
    1 - Identify (Testable questions based on prior knowledge)
    1 - Identify (Testable questions based on background research)
    1 - Identify (Testable questions based on observations)
    2 - Question (Based on world observations)
    3 - Design (Investigations leading to scientific inquiry)
    2 - I can ask questions about the world around me.
    3 - I can design an investigation.
    1 - I can identify testable questions based on prior knowledge.
    1 - I can identify testable questions based on background research.
    1 - I can identify testable questions based on observations.
    A. Questioning is the entry way to inquiring about the World around us.
    B. Designing investigations through scientific inquiry is the exploration of our questions about the World around us.
    A.1 What makes a good question?
    B.1 What makes a good experimental design?
  12. Oklahoma Priority Academic Student Skills (PASS): Science > G.6 > Science Processes and Inquiry > PS.3 > O.2

    Evaluate the design of a scientific investigation.

    Content Skills Learning Targets Big Ideas Essential Questions
    Investigation
    3 - Evaluate (Design of investigation)
    3 - I can evaluate the design of a scientific investigation.
    A. Being able to judge the "quality" of the design of an investigation will help one determine the validity of it's results.
    A.1 What does one look for in the design of a scientific investigation to determine it's quality?
  13. Oklahoma Priority Academic Student Skills (PASS): Science > G.6 > Science Processes and Inquiry > PS.3 > O.3

    Identify variables and/or controls in an experimental setup: independent variable and dependent variable.

    Content Skills Learning Targets Big Ideas Essential Questions
    1 - Identify (Independent variable in an experiment)
    1 - Identify (Dependent variable in an experiment)
    1 - Identify (controls in an experiment)
    1 - I can identify the independent variable within an experiment.
    1 - I can identify the dependent variable within an experiment.
    1 - I can identify the control within an experiment.
    A. Central to a scientific experiment is a single independent variable that is changed and a dependent variable observed to see if/how it changes in turn.
    B. A control is used in a scientific experiment to determine if the "setup" itself causes change in the dependent variable.
    A.1 What is an independent variable?
    A.2 What is a dependent variable?
    B.1 What is the control for an experimental setup?
  14. Oklahoma Priority Academic Student Skills (PASS): Science > G.6 > Science Processes and Inquiry > PS.3 > O.4

    Identify a testable hypothesis for an experiment.

    Content Skills Learning Targets Big Ideas Essential Questions
    Hypothesis
    1 - Identify (Testable hypothesis)
    1 - I can identify a testable hypothesis for an experiment.
    A. A testable hypothesis brings focus to a a science experiment.
    A.1 What makes a hypothesis testable?
  15. Oklahoma Priority Academic Student Skills (PASS): Science > G.6 > Science Processes and Inquiry > PS.3 > O.5

    Follow a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

    Content Skills Learning Targets Big Ideas Essential Questions
    1 - Follow (Multistep experimental procedure)
    3 - Carry out (Experiment)
    1 - Carry out (Taking measurements)
    3 - Perform (Technical tasks)
    1 - I can follow a multistep procedure.
    1 - I can carry out an experiment.
    1 - I can carry out taking measurements.
    3 - Perform technical tasks.
    A. Experiments, taking measurements, or performing technical tasks requires a set of steps to accomplish them.
    A.1 What is the best method for following a multistep procedure?
    A.2 What are the steps for doing an experiment?
    A.3 What are the steps for taking measurements?
    A.4 What are the steps to performing a technical task?
  16. Oklahoma Priority Academic Student Skills (PASS): Science > G.6 > Science Processes and Inquiry > PS.3 > O.6

    Recognize potential hazards and practice safety procedures in all science activities.

    Content Skills Learning Targets Big Ideas Essential Questions
    Science Activity Safety
    1 - Identify (Hazards)
    1 - identify (Safety procedures)
    1 - I can identify hazards in a science activity.
    1 - I can identify safety procedures used in a science activity.
    A. Hazardous situations can be avoided if safety procedures are followed.
    A.1 For a specific science activity, what are the hazards involved?
    A.2 What are common safety procedures in the science classroom?
  17. Oklahoma Priority Academic Student Skills (PASS): Science > G.6 > Science Processes and Inquiry > PS.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 acomplsih these objectives to meet this process standard.

    Content Skills Learning Targets Big Ideas Essential Questions
    Communication
    3 - Interpreting (Patterns in collected data)
    4 - Make (Inferences patterns from collected data)
    3 - Make (Predictions from collected data)
    4 - Make (Conclusions from collected data)
    1 - Describing (Experimental procedures and results)
    1 - Record (Experimental procedures and results)
    2 - Reporting (Experimental procedures and results to others)
    4 - Organizing (Ideas, using appropriate vocabulary)
    4 - Organizing (Ideas, using appropriate graphs)
    4 - Organizing (Ideas, using appropriate visual representations)
    4 - Organizing (Ideas, using appropriate mathematical equations)
    3 - I can interpret patterns in collected data.
    4 - I can make inferences about patterns from collected data.
    3 - I can make predictions from collected data.
    4 - I can make conclusions from collected data.
    1 - I can describe experimental procedures and results.
    1 - I can record experimental procedures and results.
    2 - I can reporting experimental procedures and results to others.
    4 - I can organizing Ideas, using appropriate vocabulary.
    4 - I can organizing Ideas, using appropriate graphs.
    4 - I can organizing Ideas, using appropriate visual representations.
    4 - I can organizing Ideas, using appropriate mathematical equations.
    A. Through interpreting, collected data from experimental procedures can reveal patterns.
    B. Communicating is necessary in order for others to learn from our ideas.
    A.1 What is made in order to interpret recognized patterns from collected data?
    B.1 What ways can ideas be communicated?
  18. Oklahoma Priority Academic Student Skills (PASS): Science > G.6 > Science Processes and Inquiry > PS.4 > O.1

    Report and record both quantitative/qualitative data in an appropriate method when given an experimental procedure or data.

    Content Skills Learning Targets Big Ideas Essential Questions
    1 - Identify (Appropriate method for data representation)
    2 - Report (Data)
    1 - Record (Data)
    1 - I can report data.
    1 - I can record data.
    2 - I can identify the appropriate method for reporting data.
    2 - I can identify the appropriate method for reporting an experimental procedure.
    A. The use of the appropriate method for representing data is essential to communicating the findings from an experiment.
    A.1 What method is best for reporting a given set of data?
    A.2 What method is best for reporting an experimental procedure?
  19. Oklahoma Priority Academic Student Skills (PASS): Science > G.6 > Science Processes and Inquiry > PS.4 > O.2

    Interpret data tables, line, bar, trend, and/or circle graphs.

    Content Skills Learning Targets Big Ideas Essential Questions
    Data
    Graphs
    2 - Interpret (Data tables)
    2 - Interpret (Line graphs)
    2 - Interpret (Bar graphs)
    2 - Interpret (Trend graphs)
    2 - Interpret (Circle graphs)
    2 - I can interpret data tables.
    2 - I can interpret line graphs.
    2 - I can interpret bar graphs.
    2 - I can interpret trend graphs.
    2 - I can interpret circle graphs.
    A. New information can be explored by representing data using various forms.
    A.1 What steps can be used to best interpret data found in a data table.
    A.2 What steps can be used to best interpret data found in a graph.
  20. Oklahoma Priority Academic Student Skills (PASS): Science > G.6 > Science Processes and Inquiry > PS.4 > O.3

    Evaluate data to develop reasonable explanation, and/or predictions.

    Content Skills Learning Targets Big Ideas Essential Questions
    3 - Evaluate (Data)
    3 - Develop (Explanations)
    3 - Develop (Predictions)
    3 - I can evaluate data.
    3 - I can develop explanations based on given data.
    3 - I can develop predictions based on given data.
    A. Data must be evaluated in order to develop an explanation of results.
    B. Predictions are a result of evaluated data.
    A.1 What should be explored when evaluating data?
    A.2 What is a "reasonable" explanation of data?
    B.1 What must be seen in data in order for predictions to be made?
  21. Oklahoma Priority Academic Student Skills (PASS): Science > G.6 > Science Processes and Inquiry > PS.4 > O.4

    Determine if results of investigations support or do not support hypotheses. 

    Content Skills Learning Targets Big Ideas Essential Questions
    2 - Determine (Investigations support hypothesis)
    2 - I can determine if the investigation results support or do not support a hypothesis.
    A. Using the scientific process, one should determine if investigation results supports one's initial hypothesis.
    A.1 How does one determine if a hypothesis is supported by an investigation?
  22. Oklahoma Priority Academic Student Skills (PASS): Science > G.6 > Science Processes and Inquiry > PS.4 > O.5

    Communicate scientific processes, procedures and conclusions (e.g., model, poster, diagram, journal entry, lab report, scientific paper, oral presentation, and digital presentation). 

    Content Skills Learning Targets Big Ideas Essential Questions
    Scientific Communication
    6 - Create (Science model)
    6 - Create (Science poster)
    6 - Create (Science diagram)
    6 - Create (Science journal entry)
    6 - Create (Science lab report)
    6 - Create (Science scientific paper)
    6 - Create (Science oral presentation)
    6 - Create (Science digital presentation)
    6 - I can create a model that communicates scientific precesses, procedures, and conclusions.
    6 - I can create a poster that communicates scientific precesses, procedures, and conclusions.
    6 - I can create a diagram that communicates scientific precesses, procedures, and conclusions.
    6 - I can create a journal entry that communicates scientific precesses, procedures, and conclusions.
    6 - I can create a lab report that communicates scientific precesses, procedures, and conclusions.
    6 - I can create a scientific paper that communicates scientific precesses, procedures, and conclusions.
    6 - I can create a oral presentation that communicates scientific precesses, procedures, and conclusions.
    6 - I can create a digital presentation that communicates scientific precesses, procedures, and conclusions.
    A. The process of creating products to communicate about scientific processes, procedures, and conclusions provides ad deeper understanding of each.
    A.1 Which method (product) would best be used to communicate about a scientific process?
    A.2 Which method (product) would best be used to communicate about a scientific procedure?
    A.3 Which method (product) would best be used to communicate about a scientific conclusion?
  23. Oklahoma Priority Academic Student Skills (PASS): Science > G.6 > Science Processes and Inquiry > PS.5

    Inquiry - Inquiry can be defined as the skills necessary to carry out the process of scientific thinking.  In order for inquiry to occur students must have the opportunity to make observations, pose questions, formulate testable hypotheses, carry out experiments, and make conclusions based on evidence.  The student will accomplish these objectives to meet this process standard.

    Content Skills Learning Targets Big Ideas Essential Questions
    Inquiry Thinking
    3 - Carry out (Scientific thinking)
    3 - Make (Observations)
    6 - Pose (Questions)
    6 - Formulate (Testable hypotheses)
    3 - Carry out (Experiment)
    3 - Make (Conclusions based on evidence)
    3 - I can carry out scientific thinking.
    3 - I can make observations.
    6 - I can pose questions.
    6 - I can formulate a testable hypotheses.
    3 - I can carry out an experiment.
    3 - I can make a conclusion based on evidence.
    A. Inquiry is key that unlocks our understanding of the world around us.
    A.1 What process is used in inquiry to learn about the world around us?
    A.2 What are our observations focused on?
    A.3 What question can I compose about an observation?
    A.4 How do I formulate a testable hypothese based on my question posed?
    A.5 What should the experiment look like that tests my hypothese?
    A.6 What conclusion(s) can I make based on the results of the experiment?
  24. Oklahoma Priority Academic Student Skills (PASS): Science > G.6 > Science Processes and Inquiry > PS.5 > O.1

    Ask questions that can be answered through scientific investigation.

    Content Skills Learning Targets Big Ideas Essential Questions
    4 - Questioning (Addressing requires scientific investigation)
    4 - I can ask questions that can be answered through scientific investigation.
    A. Questioning begins the process discovery.
    A.1 What kind of question can be answered through scientific investigation?
    A.2 Where do questions come from?
  25. Oklahoma Priority Academic Student Skills (PASS): Science > G.6 > Science Processes and Inquiry > PS.5 > O.2

    Design and conduct experiments utilizing scientific process. 

    Content Skills Learning Targets Big Ideas Essential Questions
    Experiments
    5 - Design (Experiment)
    3 - Conducts (Experiment)
    3 - Utilizes (Scientific process)
    5 - I can design an experiment.
    3 - I can conduct an experiment.
    3 - I can utilize scientific processes.
    A. Experimental design based on scientific processes and it's use is important in order to produce good results.
    A.1 What makes a good experimental design?
    A.2 What scientific processes should be utilized when designing an experiment?
  26. Oklahoma Priority Academic Student Skills (PASS): Science > G.6 > Science Processes and Inquiry > PS.5 > O.3

    Use the engineering design process to address a problem or need (e.g., identify a need, conduct background research, prepare preliminary designs, build and test a prototype, test and revise design, communicate results).

    Content Skills Learning Targets Big Ideas Essential Questions
    Engineering Design Process
    1 - Identify (Problem or Need)
    3 - Conducts (Background research)
    4 - Creates (Preliminary design)
    3 - Constructs (Prototype)
    4 - Show (Test results)
    5 - Reconstructs (Design)
    5 - Communicates (Results)
    1 - I can identify a problem or need.
    3 - I can conduct background research.
    4 - I can create preliminary design.
    3 - I can construct a prototype.
    4 - I can show test results.
    5 - I can reconstruct a design.
    5 - I can communicate results of testing the design.
    A. The engineering design process that addresses a problem or need is the application of knowledge.
    A.1 What is the engineering design process?
    A.2 How does one identify a problem or a need?
  27. Oklahoma Priority Academic Student Skills (PASS): Science > G.6 > Science Processes and Inquiry > PS.5 > O.4

     Understand the value of technology and  use technology to gather data and analyze results of investigations (e.g., probes, hand-held digital devices,  digital cameras, software.

    Content Skills Learning Targets Big Ideas Essential Questions
    Investigations
    2 - Identify (Data to be gathered)
    4 - Analyze (Investigation results)
    2 - Recognize (Usage of technology)
    2 - I can identify data to be gathered in an investigation.
    4 - I can analyze results from an investigation.
    2 - I can recognize how to use technology to gather investigation data.
    2 - I can recognize how to use technology to analyze investigation results.
    A. The use of technology can facilitate gathering investigation data and it's analyze.
    A.1 What technology can I use to gather investigation data?
    A.2 What technology can I use to analyze results of an investigation?
  28. Oklahoma Priority Academic Student Skills (PASS): Science > G.6 > Science Processes and Inquiry > PS.5 > O.5

    Develop a logical relationship between evidence and explanation to form and communicate a valid conclusion, and suggest alternative explanations.

    Content Skills Learning Targets Big Ideas Essential Questions
    1 - Identify (Logical relationship between evidence)
    3 - Develop (Explanation to form and communicate a valid conclusion)
    1 - I can identify logical relationship between evidence.
    3 - I can develop explanations to form and communicate a valid conclusion.
    3 - I can prepare alternative explanations.
    A. The used of evidence is incomplete unless logical relationship(s) identified and explained.
    A.1 How does one identify evidence of a relationship?
    A.2 How does one develop an explanation to form and communicate a valid conclusion?

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