6th Grade Science Content Standards

This text resource illustrates the Standards Map for the 6th grade Science Standards in PASS.

1. Oklahoma Priority Academic Student Skills (PASS): Science > G.6
   

   Grade 6

2. Oklahoma Priority Academic Student Skills (PASS): Science > G.6 > Physical Science
   

   Physical Science

3. Oklahoma Priority Academic Student Skills (PASS): Science > G.6 > Physical Science > S.1
   

   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:

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Object Physical Characteristics Size Shape Mass Object Materials Color Texture	4 - Integrate (Investigations) 2 - Describe (Physical characteristics of objects) 2 - Describe (Materials that make up objects)	4 - I can integrate process standards in an investigation to discover more about this standard. 2 - I can describe the physical properties of an object. 2 - I can describe the materials that make up objects.	A. Objects have physical properties. B. Materials that make up objects have physical properties.	A.1 What are the physical properties that can be used to describe an object? A.2 What are the physical properties for a given object? B.1 What are the physical properties that can be used to describe the material that make up an object? A.2 What are the physical properties for the material that make up a given object?

4. Oklahoma Priority Academic Student Skills (PASS): Science > G.6 > Physical Science > S.1 > O.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.

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Matter Physical Properties Mass Volume Temperature Color Texture Measurement Tools Simple microscopes Gram spring scales Metric rulers metric balances Celsius thermometers	1 - Observer (physical changes) 2 - Describe (physical changes) 1 - Measure (physical changes) 4 - Integrate (Investigations)	1 - I can observe the physical properties and their changes in an object. 2 - I can describe the physical properties and their changes in an object. 2 - I can measure the physical properties and their changes in an object. 4 - I can integrate process standards in an investigation to discover more about this objective.	A. Matter has measurable physical properties that can change.	A.1 What measurements can be made of matter? A.2 What are the steps to taking measurements? A.3 What tools can be used to measure to physical properties of matter? A.4 What is the best method for using a tool to obtain a good measurement?

5. Oklahoma Priority Academic Student Skills (PASS): Science > G.6 > Physical Science > S.1 > O.2
   

   The mass of an object is not altered due to changes in shape.

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Object Mass Changes	4 - Integrate (Investigations)	4 - I can integrate process standards in an investigation to discover more about this objective.	A. Changing the shape of an object will not change it mass.	A.1 Why is the shape of an object independent of its mass? A.2 What evidence can be collected to show that the mass of an object is independent of its shape?

6. Oklahoma Priority Academic Student Skills (PASS): Science > G.6 > Physical Science > S.2
   

   Transfer of Energy - Change from one form of energy to another.  The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Energy Transfer Form Change	4 - Integrate (Investigations)	4 - I can integrate process standards in an investigation to discover more about this standard.	A. Energy can change in form.	A.1 What are the different forms of energy? A.2 How does energy change in form?

7. Oklahoma Priority Academic Student Skills (PASS): Science > G.6 > Physical Science > S.2 > O.1
   

   Energy exists in many forms such as heat, light, electricity, mechanical motion, and sound. Energy can be transferred in various ways (e.g., potential to kinetic, electrical to light, chemical to electrical, mechanical to electrical).

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Energy forms Heat Light Electricity Mechanical motion Sound Energy transfer e.g. Potential Kinetic Electrical Light Chemical Mechanical	4 - Integrate (Investigations)	4 - I can integrate process standards in an investigation to discover more about this objective.	A. Energy has many forms. B. Energy can be transferred from on form to another.	A.1 What are the different forms of energy? B.1 How can one form of energy be transferred to another form? B.2 How can one demonstrate the transfer of one energy form to another?

8. Oklahoma Priority Academic Student Skills (PASS): Science > G.6 > Physical Science > S.2 > O.2
   

   Electrical circuits provide a means of transferring electrical energy when heat, light, and sound are produced (e.g., open and closed circuits, parallel and series circuits).

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Electrical Circuits Open Closed Parallel Series Electrical Energy Transfer Heat Light Sound	4 - Integrate (Investigations)	4 - I can integrate process standards in an investigation to discover more about this objective.	A. Electrical energy can be transferred through the use of circuits.	A.1 How can electrical energy be transferred? A.2 How can the flow of electrical energy be manipulated through the use of a circuit? A.3 How are other forms of energy produced from electrical energy when a circuit is used?

9. Oklahoma Priority Academic Student Skills (PASS): Science > G.6 > Physical Science > S.2 > O.3
   

   Electric currents and magnets can exert a force on each other (e.g., direct and alternating currents).

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Forces Electric current Magnets Currents e.g. Direct Alternating	4 - Integrate (Investigations)	4 - I can integrate process standards in an investigation to discover more about this objective.	A. Forces are generate and exerted between electric current and magnets.	A.1 What is direct current? A.2 What is alternating current? A.3 How are forces generated and exerted between electric current and magnets?

10. Oklahoma Priority Academic Student Skills (PASS): Science > G.6 > Life Science
    

    Life Science

11. Oklahoma Priority Academic Student Skills (PASS): Science > G.6 > Life Science > S.3
    

    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:

    Content	Skills	Learning Targets	Big Ideas	Essential Questions
    Living Systems Structure Function Levels of organization	4 - Integrate (Investigations)	4 - I can integrate process standards in an investigation to discover more about this standard.	A. Living systems at all levels of organization demonstrate the complementary nature of structure and function.	A.1 For a living system, what is its levels of organization? A.2 How is the complementary nature of structure and function, given an example of a living system?

12. Oklahoma Priority Academic Student Skills (PASS): Science > G.6 > Life Science > S.3 > O.1
    

    Cells are the building blocks of all organisms (both plants and animals).

    1. Plant and animal cells have similarities and differences (i.e., nucleus, mitochondria, cell wall, plasma membrane, chloroplast, and vacuole).

    Content	Skills	Learning Targets	Big Ideas	Essential Questions
    Cells Plants Animals Cells [a] Nucleus Mitochondria Cell wall Plasma membrane Chloroplast Vacuole Plant / Animal Cells [a] Similarities Differences	4 - Integrate (Investigations)	4 - I can integrate process standards in an investigation to discover more about this objective.	A. Organisms are composed of cells. B. Cells have internal structures with specific functions. C. Plant and animal cells are similar in internal structures except for the cell wall and chloroplasts.	A.1 What do the cells of plants look like? A.2 How might cells of plants differ from cells of animals? A.3 How might the phrase "building blocks" be reworded? B.1 What is the structure and function of the nucleus? B.2 What is the structure and function of the mitochondria? B.3 What is the structure and function of the cell wall? B.4 What is the structure and function of the plasma membrane? B.5 What is the structure and function of the chloroplast? B.6 What is the structure and function of the vacuole? C.1 What are the differences between plant and animal cells?

13. Oklahoma Priority Academic Student Skills (PASS): Science > G.6 > Life Science > S.3 > O.2
    

    Living systems are organized by levels of complexity (i.e., cells, organisms, and ecosystems).

    Content	Skills	Learning Targets	Big Ideas	Essential Questions
    Living System Organization Cells Organisms Ecosystems	4 - Integrate (Investigations)	4 - I can integrate process standards in an investigation to discover more about this objective.	A. Living systems can be examined at different levels of organization.	A.1 What are the levels of organization for living systems? A.2 What is a cell? A.3 What is an organism? A.4 How might an ecosystem be explained?

14. Oklahoma Priority Academic Student Skills (PASS): Science > G.6 > Life Science > S.4
    

    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:

    Content	Skills	Learning Targets	Big Ideas	Essential Questions
    Populations Individuals Species Place Time Ecosystems Populations Physical factors	4 - Integrate (Investigations)	4 - I can integrate process standards in an investigation to discover more about this standard.	A. Ecosystems consist of various populations of different species within a given place and time and the physical factors that impact them.	A.1 What are some examples of populations within your community? A.2 What are possible physical factors that impact different populations? A.3 For your given area, describe the ecosystem around you?

15. Oklahoma Priority Academic Student Skills (PASS): Science > G.6 > Life Science > S.4 > O.1
    

    Organisms within an ecosystem are dependent on one another and on nonliving components of the environment. Some source of energy is needed for all organisms to stay alive and grow. Energy transfer can be followed in food chains and webs.

    Content	Skills	Learning Targets	Big Ideas	Essential Questions
    Components of Organism Dependence Living (biotic) Nonliving (abiotic) Energy Transfer Food chains Food webs	4 - Integrate (Investigations)	4 - I can integrate process standards in an investigation to discover more about this objective.	A. Organisms within an ecosystem depend on one another and nonliving components in the environment. B. Energy is transferred from one organism to another throughout an ecosystem.	A.1 What nonliving components of an environment do organisms depend. A.2 In what ways do organisms depend on another? B.1 How does a food chain show energy transfer? B.2 How does a food web show energy transfer?

16. Oklahoma Priority Academic Student Skills (PASS): Science > G.6 > Life Science > S.4 > O.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 (e.g., producers/autotrophs, consumers/heterotrophs, symbiosis).

    Content	Skills	Learning Targets	Big Ideas	Essential Questions
    Resource Needs Food Space Water Air Shelter Organism Relationships Producers / autotrophs Consumers / heterotrophs Symbiosis	4 - Integrate (Investigations)	4 - I can integrate process standards in an investigation to discover more about this objective.	A. Organisms, within a given environment, have varying relationships which depends on the similarity of needs.	A.1 Organisms, in a given environment, compete for what kinds of resources? A.2 What kinds of relationships are possible between organisms?

17. Oklahoma Priority Academic Student Skills (PASS): Science > G.6 > Earth/Space Science
    

    Earth/Space Science

18. Oklahoma Priority Academic Student Skills (PASS): Science > G.6 > Earth/Space Science > S.5
    

    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 discovery of the following objectives:

    Content	Skills	Learning Targets	Big Ideas	Essential Questions
    Earth Rock Water layer Blanket of air Life support	4 - Integrate (Investigations)	4 - I can integrate process standards in an investigation to discover more about this standard.	A. The Earth consists of rock, a partial water layer, thin blanket of air which combined has the ability to support life.	A.1 How do the Earth structures support life? A.2 How would one describe the water layer on Earth? A.3 How might one describe the air layer surrounding the Earth?

19. Oklahoma Priority Academic Student Skills (PASS): Science > G.6 > Earth/Space Science > S.5 > O.1
    

    Earth has four main systems that interact: the geosphere, the hydrosphere, the atmosphere, and the biosphere. 

    1. The geosphere is the portion of the Earth system that includes the Earth’s interior, rocks and minerals, landforms, and the processes that shape the Earth’s surface.
    2. The hydrosphere is the liquid water component of the Earth. Water covers the majority of the Earth’s surface and circulates through the crust, oceans and atmosphere in what is known as the water cycle.
    3. The atmosphere is a mixture of nitrogen, oxygen, and trace gases that include water vapor. The atmosphere has a different physical and chemical composition at different elevations.
    4. The biosphere is made up of all that is living on the Earth. It is a life-supporting global ecosystem, where living things depend on other organisms and the environment.

    Content	Skills	Learning Targets	Big Ideas	Essential Questions
    Earth systems Geosphere Hydrosphere Atmosphere Biosphere. Geosphere [a] Earth's interior Rocks Minerals Landforms Earth processes Hydrosphere [b] Water Water cycle Water cycle [b] Earth's surface Crust Oceans Atmosphere Atmosphere Mixture [c] Nitrogen Oxygen Trace gases (water vapor) Atmosphere Composition [c] Physical Chemical Elevation Biosphere [d] Life-supporting Global ecosystem Living things Organisms Environment	4 - Integrate (Investigations)	4 - I can integrate process standards in an investigation to discover more about this object.	A. On Earth are four systems that interact. B. The sphere that includes the Earth's interior, rocks and minerals, and landforms and the processes that shape the Earth's surface is the geosphere. C. Water circulates through, on, and above, the surface of the Earth. D. The atmosphere is composted if different gases. E. Different factors impact the gas mixtures of the atmosphere. F. Biosphere is all life on Earth and their interactions.	A.1 What are the four spheres found on Earth that interact. A.2 In what ways do the four spheres interact? B.1 What processes shape the Earth's surface? B.2 Where do rocks and minerals come from? B.3 How are landforms formed? C.1 What is the hydrosphere? C.2 What is the water cycle? C.3 What factors drive the water cycle? C.4 Where is water mostly found in the water cycle? D.1 What gases make up the atmosphere? E.1 How does the physical and chemical composition of the atmosphere change with elevation? E.2 What factors cause the changes of atmosphere composition with elevation? F.1 How does the biosphere interact with other spheres?

20. Oklahoma Priority Academic Student Skills (PASS): Science > G.6 > Earth/Space Science > S.5 > O.2
    

    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).

    Content	Skills	Learning Targets	Big Ideas	Essential Questions
    Sun Light Heat Energy Source Producers	4 - Integrate (Investigations)	4 - I can integrate process standards in an investigation to discover more about this objective.	A. The sun is the ultimate energy source for all life initiated by producers.	A.1 How do producers capture the sun's energy? A.2 How does the sun provide heat energy for the life on Earth?