Utah Core Standards 6th Grade Science Activities

UT.SC.6. Sixth Grade Science Core Curriculum

6.1. Intended Learning Outcome: Use Science Process and Thinking Skills.

6.1.a. Observe simple objects, patterns, and events, and report their observations.

6.1.b. Sort and sequence data according to criteria given.

6.1.e. Use classification systems.

6.1.i. Use data to construct a reasonable conclusion.

6.2. Intended Learning Outcome: Manifest Scientific Attitudes and Interests.

6.2.e. Seek and weigh evidence before drawing conclusions.

6.6. Intended Learning Outcome: Understand the Nature of Science.

6.6.b. Understand that science investigations use a variety of methods and do not always use the same set of procedures; understand that there is not just one 'scientific method.'

6.I. Students will understand that the appearance of the moon changes in a predictable cycle as it orbits Earth and as Earth rotates on its axis.

6.I.2. Demonstrate how the relative positions of Earth, the moon, and the sun create the appearance of the moon's phases.

6.I.2.a. Identify the difference between the motion of an object rotating on its axis and an object revolving in orbit.

6.I.2.c. Model the movement and relative positions of Earth, the moon, and the sun.

6.II. Students will understand how Earth's tilt on its axis changes the length of daylight and creates the seasons.

6.II.1. Describe the relationship between the tilt of Earth's axis and its yearly orbit around the sun.

6.II.1.a. Describe the yearly revolution (orbit) of Earth around the sun.

6.II.1.b. Explain that Earth's axis is tilted relative to its yearly orbit around the sun.

6.II.1.c. Investigate the relationship between the amount of heat absorbed and the angle to the light source.

6.II.2. Explain how the relationship between the tilt of Earth's axis and its yearly orbit around the sun produces the seasons.

6.II.2.d. Use a drawing and/or model to explain that changes in the angle at which light from the sun strikes Earth, and the length of daylight, determine seasonal differences in the amount of energy received.

6.III. Students will understand the relationship and attributes of objects in the solar system.

6.III.1. Describe and compare the components of the solar system.

6.III.1.a. Identify the planets in the solar system by name and relative location from the sun.

6.III.1.d. Describe the characteristics of comets, asteroids, and meteors.

6.III.3. Describe the forces that keep objects in orbit in the solar system.

6.III.3.c. Identify the role gravity plays in the structure of the solar system.

6.IV. Students will understand the scale of size, distance between objects, movement, and apparent motion (due to Earth's rotation) of objects in the universe and how cultures have understood, related to and used these objects in the night sky.

6.IV.1. Compare the size and distance of objects within systems in the universe.

6.IV.1.c. Compare the size of the Solar System to the size of the Milky Way galaxy.

6.IV.1.d. Compare the size of the Milky Way galaxy to the size of the known universe.

6.V. Students will understand that microorganisms range from simple to complex, are found almost everywhere, and are both helpful and harmful.

6.V.1. Observe and summarize information about microorganisms.

6.V.1.a. Examine and illustrate size, shape, and structure of organisms found in an environment such as pond water.

6.V.1.b. Compare characteristics common in observed organisms (e.g., color, movement, appendages, shape) and infer their function (e.g., green color found in organisms that are producers, appendages help movement).

6.V.3. Identify positive and negative effects of microorganisms and how science has developed positive uses for some microorganisms and overcome the negative effects of others.

6.V.3.a. Describe in writing how microorganisms serve as decomposers in the environment.

6.V.3.e. Observe and report on microorganisms' harmful effects on food (e.g., causes fruits and vegetables to rot, destroys food bearing plants, makes milk sour).

6.VI. Students will understand properties and behavior of heat, light, and sound.

6.VI.1. Investigate the movement of heat between objects by conduction, convection, and radiation.

6.VI.1.a. Compare materials that conduct heat to materials that insulate the transfer of heat energy.

6.VI.1.b. Describe the movement of heat from warmer objects to cooler objects by conduction and convection.

6.VI.1.d. Observe and describe, with the use of models, heat energy being transferred through a fluid medium (liquid and/or gas) by convection currents.

6.VI.1.e. Design and conduct an investigation on the movement of heat energy.

6.VI.2. Describe how light can be produced, reflected, refracted, and separated into visible light of various colors.

6.VI.2.a. Compare light from various sources (e.g., intensity, direction, color).

6.VI.2.c. Investigate and describe the refraction of light passing through various materials (e.g., prisms, water).

6.VI.2.d. Predict and test the behavior of light interacting with various fluids (e.g., light transmission through fluids, refraction of light).

6.VI.2.e. Predict and test the appearance of various materials when light of different colors is shone on the material.

6.VI.3. Describe the production of sound in terms of vibration of objects that create vibrations in other materials.

6.VI.3.a. Describe how sound is made from vibration and moves in all directions from the source in waves.

6.VI.3.b. Explain the relationship of the size and shape of a vibrating object to the pitch of the sound produced.

6.VI.3.c. Relate the volume of a sound to the amount of energy used to create the vibration of the object producing the sound.

6.VI.3.d. Make a musical instrument and report on how it produces sound.

UT.SEEd.6. Science with Engineering Education (SEEd)

SEEd.6.1. STRUCTURE AND MOTION WITHIN THE SOLAR SYSTEM

The solar system consists of the Sun, planets, and other objects within Sun’s gravitational influence. Gravity is the force of attraction between masses. The Sun-Earth-Moon system provides an opportunity to study interactions between objects in the solar system that influence phenomena observed from Earth. Scientists use data from many sources to determine the scale and properties of objects in our solar system.

SEEd.6.1.2. Develop and use a model to describe the role of gravity and inertia in orbital motions of objects in our solar system.

SEEd.6.1.3. Use computational thinking to analyze data and determine the scale and properties of objects in the solar system. Examples of scale could include size and distance. Examples of properties could include layers, temperature, surface features, and orbital radius. Data sources could include Earth and space-based instruments such as telescopes and satellites. Types of data could include graphs, data tables, drawings, photographs, and models.

SEEd.6.2. ENERGY AFFECTS MATTER

Matter and energy are fundamental components of the universe. Matter is anything that has mass and takes up space. Transfer of energy creates change in matter. Changes between general states of matter can occur through the transfer of energy. Density describes how closely matter is packed together. Substances with a higher density have more matter in a given space than substances with a lower density. Changes in heat energy can alter the density of a material. Insulators resist the transfer of heat energy, while conductors easily transfer heat energy. These differences in energy flow can be used to design products to meet the needs of society.

SEEd.6.2.1. Develop models to show that molecules are made of different kinds, proportions and quantities of atoms. Emphasize understanding that there are differences between atoms and molecules, and that certain combinations of atoms form specific molecules. Examples of simple molecules could include water (H2O), atmospheric oxygen (O2), and carbon dioxide (CO2).

SEEd.6.2.2. Develop a model to predict the effect of heat energy on states of matter and density. Emphasize the arrangement of particles in states of matter (solid, liquid, or gas) and during phase changes (melting, freezing, condensing, and evaporating).

SEEd.6.2.4. Design an object, tool, or process that minimizes or maximizes heat energy transfer. Identify criteria and constraints, develop a prototype for iterative testing, analyze data from testing, and propose modifications for optimizing the design solution. Emphasize demonstrating how the structure of differing materials allows them to function as either conductors or insulators.

SEEd.6.3. EARTH’S WEATHER PATTERNS AND CLIMATE

All Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems. Heat energy from the Sun, transmitted by radiation, is the primary source of energy that affects Earth’s weather and drives the water cycle. Uneven heating across Earth’s surface causes changes in density, which result in convection currents in water and air, creating patterns of atmospheric and oceanic circulation that determine regional and global climates.

SEEd.6.3.1. Develop a model to describe how the cycling of water through Earth’s systems is driven by energy from the Sun, gravitational forces, and density.

SEEd.6.3.2. Investigate the interactions between air masses that cause changes in weather conditions. Collect and analyze weather data to provide evidence for how air masses flow from regions of high pressure to low pressure causing a change in weather. Examples of data collection could include field observations, laboratory experiments, weather maps, or diagrams.

SEEd.6.3.3. Develop and use a model to show how unequal heating of the Earth’s systems causes patterns of atmospheric and oceanic circulation that determine regional climates. Emphasize how warm water and air move from the equator toward the poles. Examples of models could include Utah regional weather patterns such as lake-effect snow and wintertime temperature inversions.

SEEd.6.4. STABILITY AND CHANGE IN ECOSYSTEMS

The study of ecosystems includes the interaction of organisms with each other and with the physical environment. Consistent interactions occur within and between species in various ecosystems as organisms obtain resources, change the environment, and are affected by the environment. This influences the flow of energy through an ecosystem, resulting in system variations. Additionally, ecosystems benefit humans through processes and resources, such as the production of food, water and air purification, and recreation opportunities. Scientists and engineers investigate interactions among organisms and evaluate design solutions to preserve biodiversity and ecosystem resources.

SEEd.6.4.2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Emphasize consistent interactions in different environments, such as competition, predation, and mutualism.

SEEd.6.4.3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Emphasize food webs and the role of producers, consumers, and decomposers in various ecosystems. Examples could include Utah ecosystems such as mountains, Great Salt Lake, wetlands, and deserts.

UT.CC.RST.6-8. Reading Standards for Literacy in Science and Technical Subjects

Integration of Knowledge and Ideas

RST.6-8.7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

UT.CC.WHST.6-8. Writing Standards for Literacy in Science and Technical Subjects

Text Types and Purposes

WHST.6-8.1. Write arguments focused on discipline-specific content.

WHST.6-8.1(e) Provide a concluding statement or section that follows from and supports the argument presented.

WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

WHST.6-8.2(d) Use precise language and domain-specific vocabulary to inform about or explain the topic.

WHST.6-8.2(f) Provide a concluding statement or section that follows from and supports the information or explanation presented.

Production and Distribution of Writing

WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.