GRADE 6 SCIENCE
The Archdiocese of Cincinnati has established the following Science standards based on the most
current teachings which are aligned to Ohio New Learning Science Standards. In addition, these
Standards are infused with Catholic Identity and Catholic values. This curriculum gives parents,
students, and teachers the knowledge, understanding, and skill set students need to acquire and satisfy
the Archdiocesan Science Standards for Grade 6.
SCIENCE APPLICATION
Grade 6 students are expected to meet each year’s grade-specific standards. Students retain and master skills
learned in the preceding grades, and will further develop their skills to gain exposure to a range of texts and
tasks. Rigor is infused throughout this Graded Course of Study (GCS) along with relevance to further foster
the values of Catholic teaching.
Science for Grade 6 is divided into four standards:




Science Inquiry and Application (SIA)
Earth and Space Science (ESS)
Life Science (LS)
Physical Science (PS)
SIA – Students in Grade 6 learn that learning Science requires inquiry. They learn that Scientific Inquiry is a
way of knowing and a process of doing science. They will acquire an understanding of scientific inquiry and
discover patterns, trends, structures, and relationships that may be described by simple principles. These
principles are related to the properties within and between systems. Scientific inquiry is enhanced through
activities in which students develop knowledge and understandings of scientific ideas as well as an
understanding of how scientists study the natural world that is of God’s design and creation.,
ESS – Grade 6 students know that God is the Supreme Creator of Earth. Grade 6 students will focus on
Earth’s hydrologic cycle and patterns that exist in the atmospheric and oceanic currents. Students will also
focus on the relationship between thermal energy and the currents, as well as the relative position and
movement of the Earth’s sun and moon.
Students in Grades 5-8 must develop the ability in Earth and Space Science to:
1. Explain how the hydrologic cycle illustrates the changing states of water as it moves through the
lithosphere, biosphere, hydrosphere and atmosphere.
2. Analyze how thermal-energy transfers in the ocean and the atmosphere contribute to the formation of
currents, which influence global climate patterns.
3. Explain how the atmosphere has different properties at different elevations and contains a mixture of
gases that cycle through the lithosphere, biosphere, hydrosphere and atmosphere.
4. Summarize the relative patterns of motion and positions of the Earth, moon and sun cause solar and
lunar eclipses, tides, and phases of the moon.
Grade 6 Science - 2015, The Archdiocese of Cincinnati
LS – Students focus on the impact of matter and energy transferred within the biotic component of the
ecosystem.
Students in Grade 5-8 must develop the ability in Life Science to:
1. Analyze and explain the continuous transfer of matter between one organism to another, and between
organisms and their physical environments.
2. Explain why in any particular biome, the number, growth, and survival of organisms and populations
depend on biotic and abiotic factors
.
PS – Students study the empirical evidence for the arrangements of atoms on the Periodic Table of Elements.
The conservation of mass and energy, and transformation and transfer of energy is also learned.
Students in Grades 5-8 must develop the ability in Physical Science to:
1. Determine the properties of matter by the arrangement of atoms
2. Explain how energy can be transformed or transferred but is never lost
3. Analyze how energy can be transferred through a variety of ways.
SUMMARY – SCIENCE
GRADE 6
Students in grade 6 have learned that all forms of life were created by the design of God. Sixth grade
students continue to increase their knowledge with their science skills through inquiry and investigations.
In addition 6th grade Science standards can be connected to The Catechism of the Catholic Church for
reference for topics, issues, and/or questions that may arise in Science class. The following may be used:
Topic
Science and Faith
The Natural Moral Law
Abortion
Suicide
Respect for the person and scientific research
Research aimed at reducing human sterility
Care for Creation and Ethical Use
Scientific experiments using animals
Evolution
Section
159
1954-1960
2270-2275
2280-2283
2292-2296
2375-2379
2415
2417-2418
279-289
The Archdiocese of Cincinnati stipulates the following exiting skills for each standard in Science for
students in Grade 6:
SIA – Science Inquiry and Application
Students in grades 5-8 must develop the ability in SIA to:
1. Identify questions that can be answered through scientific investigations.
2. Design and conduct a scientific investigation.
3. Use appropriate mathematics, tools and techniques to gather data and information.
4. Analyze and interpret data.
5. Develop descriptions, models, explanations and predictions.
6. Think critically and logically to connect evidence and explanation.
7. Recognize and analyze alternative explanations and predictions.
8. Communicate scientific procedures and explanations.
Grade 6 Science - 2015, The Archdiocese of Cincinnati
Grade 6 specific exiting skills in SIA:
9. Explain why scientific investigations are important and the basic steps to begin the process of a
scientific investigation.
10. Explain the purpose of the International Systems of Units (SI).
11. Describe why technology is important for scientific investigations .
12. Describe the relationship among science, math, technology and engineering for a scientific
investigation.
13. Explain why good research is important when conducting an experiment.
ESS – Earth and Space Science
Students in Grades 5-8 must develop the ability in Earth and Space Science to:
1. Explain how the hydrologic cycle illustrates the changing states of water as it moves through the
lithosphere, biosphere, hydrosphere and atmosphere.
2. Analyze how thermal-energy transfers in the ocean and the atmosphere contribute to the formation of
currents, which influence global climate patterns.
3. Explain how the atmosphere has different properties at different elevations and contains a mixture of
gases that cycle through the lithosphere, biosphere, hydrosphere and atmosphere.
4. Summarize the relative patterns of motion and positions of the Earth, moon and sun cause solar and
lunar eclipses, tides, and phases of the moon.
Grade 6 specific exiting skills for Earth Science (ESS)
5. Identify and list the properties of minerals.
6. Label the characteristics of the classes of rock formation and list how they are similar and different.
7. Describe how soil forms and the factors that affect soil.
8. Recognize and describe the difference between renewable and nonrenewable resources.
9. Explain what rocks, minerals, and soil have in common.
10. Explain the importance of conservation and stewardship.
11. Describe the characteristics of fossil fuels and explain how they are used.
LS – Life Science
Students in Grade 5-8 must develop the ability in Life Science to:
1. Analyze and explain the continuous transfer of matter between one organism to another, and between
organisms and their physical environments.
2. Explain why in any particular biome, the number, growth, and survival of organisms and populations
depend on biotic and abiotic factors.
Grade 6 specific exiting skills for Life Science (LS):
3. Explain the function of cells and cell theory.
4. List the six elements most commonly found in living things.
5. Explain the parts of Eukaryotic cells.
6. Explain why and how scientists classify living things.
7. Define Homeostasis.
8. Explain the functions that cells carry to sustain life.
9. Tell why water in a cell is important.
10. Define organism.
11. Describe how cells can get energy by photosynthesis.
12. List levels of structural cell organization.
13. Describe the classification of living things.
Grade 6 Science - 2015, The Archdiocese of Cincinnati
14. Tell how bacteria reproduces.
15. Name the parts of a virus.
16. Describe the different types of fungi.
17. Explain reproduction in seedless plants and seed plants.
18. List 6 characteristics that most animals share.
PS – Physical Science
Students in Grades 5-8 must develop the ability in Physical Science to:
1. Determine the properties of matter by the arrangement of atoms.
2. Explain how energy can be transformed or transferred but is never lost.
3. Analyze how energy can be transferred through a variety of ways.
Grade 6 specific exiting skills for Physical Science (PS):
4. Understand the basic concept of matter.
5. Can distinguish between mass and weight.
6. Describe the way atoms make up matter.
7. Can list the elements in terms of atoms.
8. Name and classify common and compound elements.
9. Define the kinetic theory of matter.
10. Describe thermal energy.
11. Define temperature, degree, and thermometer.
12. Explain and name the changes between solid, liquid, and gas states.
13. Compare and classify kinetic and potential energy.
14. Describe mechanical energy and thermal energy.
15. Define position, reference, point, and motion.
16. Calculate average speed.
17. Graph distance versus time.
18. Define speed, vector and velocity.
19. Differentiate between speed and velocity.
Grade 6 Science - 2015, The Archdiocese of Cincinnati
Inquiry Based Science
One of the biggest differences between this Graded Course of Study (GCS) and previous Science Graded
Courses of Study (GCS) is the focus on inquiry based learning. Inquiry based learning is based on the philosophy of
constructivist learning. That is the idea that students must be able to create their own understanding of concepts.
There are several levels to inquiry based learning. These range from no inquiry to open inquiry.
When there is no inquiry, teachers tell the students the facts and expected to repeat these facts to prove their
knowledge. In open inquiry, students are given the materials to learn. The students are expected to create their
own knowledge. This will lead them to a greater understanding and long-term retention of the material.
No Inquiry
•The teacher
lectures to the
class about
electricity and
circuits.
Direct Inquiry
•The teacher has
the students
follow a stepby-step lab to
create a circuit
and light a bulb.
Guided Inquiry
•The teacher
gives the
students wire,
batteries, and a
light bulb. The
students are
told to create a
circuit to light
the bulb.
Open Inquiry
•The teacher
gives the
students wire,
batteries, and a
light bulb. The
students are left
to create
something on
their own.
Think of a time when you learned something new or wanted to understand something in greater depth. It
is rare that the learning process is a linear one. Often, you will be intrigued by something you see. Imagine trying to
figure out why ice melts in the sun. In trying to understand this, you make judgments based on both previous
knowledge and personal experiences. You begin to inquire about why does this happen. You explore and this
become less of a mystery. Through this process, you know that the sun and melting ice fit together, but you are not
exactly sure how that happens. Sometimes, it does not fit together nicely and old ideas must be broken down and
reconstructed. (The ice still melted at night; why?) It is through these experiences that understandings are
extended. An idea is tested and if it does not work, we go back and retest it. If we go back to the ice example, you
realize that the ice will melt on a warm night just as it will during a warm day. You realize that it is not the sun by
itself that melts the ice. Instead, it is the heat that causes ice to melt.
Though this entire process, you have gained much more knowledge than heat causes matter to change
form. You have learned how to take your previous knowledge and apply it in a specific situation. You have made
observations, tested your ideas, reflected on what did not work, and gathered additional information. Learning is
not a linear process. Learning is a continuous and individual process. As a student, you facilitated your own
learning. This is exactly what inquiry based learning is. It is taking old skills and knowledge and applying them in
new situations. It is learning by doing.
Grade 6 Science - 2015, The Archdiocese of Cincinnati
The teacher still has a very important role in all of this. While students are naturally curious about the world
around them, it is still important for the teacher to lay the groundwork for the class. A question or a problem can
get the students engaged in the instructional task. If we think about marketing, a company needs your attention
before you will buy their product. It does not matter if it is the best product in the world. If you do not know it
exists, you will not purchase it.
When students explore, they are directly involved with the material. This is where they develop the
experiences to build their knowledge. The classroom teacher is necessary at this point to provide the materials
and guided focus.
After the students have completed their explorations, it is time for them to explain what they have
learned. During the explanation process, teachers have a vital role of correcting misconceptions or introducing
formal vocabulary. A student who learned that a ball will continue rolling until friction and gravity act upon it will
have something concrete to think of when Newton’s First Law of Motion is mentioned.
The teacher is also essential in elaboration of the topic. The teacher can raise questions that were not
brought up in the exploration stage. If the students were working with the laws of motion, they can be asked
about which balls will go further on a given surface. It is not possible to explore every situation, but the knowledge
the students gained during the exploration stage will help them in these areas.
Finally, there is the assessment piece. This should be an on-going piece throughout this entire process.
This will allow the teacher to determine whether the student understands the material. Some tools to help you
with this are rubrics, observations, checklists, interviews, and portfolios. Assessment must guide future lesson
planning and may even be cause for modification in the future. For example, if you notice there is a misconception
with many students, you can revisit the concept. If you notice great student interest in a specific area, the class
can be refocused to take advantage of this high level of interest.
Grade 6 Science - 2015, The Archdiocese of Cincinnati
Archdiocese of Cincinnati Catholic School’s Office Philosophy of Assessment
Based on educational research, the following is a set of grading practices organized into guidelines. These
guidelines should provide a framework of effective grading practices. The goal is to support student learning
and encourage student success.
It is important to be aware that the qualities of any grading guidelines are directly dependent on the quality of
diagnostic, formative, and summative assessments used in the classroom. They are not meant to be so specific
when a teacher is not afforded flexibility in the classroom. Instead, these are suggestions and explanations of
grading techniques that have been proven to increase the level of student achievement.
Relate grades to the achievement based on the standards.
The Ohio New Learning Science Standards are aligned to the Archdiocesan Graded Course of Study. Standards are
the basis of determining grades. Specific learning targets should be used to figure grades.
Use performance standards as reference points when determining grades.
Whether symbols, letters, or numbers are used, the students’ scores should reflect whether or not the students
have mastered the standard.
Separate achievement from other non-academic items such as effort, behavior, and
participation.
Grades should only indicate what a student knows, understands, and can do. Effort, behavior, participation should
be reported separately from achievement. Individual achievement, not group achievement should be the basis for
the grade.
Sample student performance. Don’t score everything, and don’t include all scores in grades.
Everything does not need to be scored and include in a grade. Formative assessments are tools to guide future
instruction. You can assess these with rubrics, checklists, scoring guides and a variety of other methods. Scores at
the end of the grading period, after the learning has taken place, should be the determining factor when figuring
grades.
Use quality assessments and accurately record evidence of achievement.
Assessments should match what the student is expected to learn, this is called relevant learning. There are many
tools (e.g. portfolios, rubrics, interviews) other than the standard paper and pencil tests to assess a student’s
understanding of the material.
Grade 6 Science - 2015, The Archdiocese of Cincinnati
Discuss and involve students in the assessment and grading processes throughout the
learning cycle.
One method that has continued to increase student achievement is involving them in the assessment process.
Students should be involved in all steps of this process. At the most basic level, students can simply understand
how their grades will be determined. As assessment becomes more student- centered, the students can develop
rubrics, maintain their own assessment records, self- assess, and communicate their achievement to others
(student-led conferences).
Grade 6 Science - 2015, The Archdiocese of Cincinnati
Reading Standards for 6th Grade Science
Key Ideas and Details:
1. Cite specific textual evidence to support analysis of science and technical texts.
2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text
distinct from prior knowledge or opinions.
3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or
performing technical tasks.
Craft and Structure:
4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they
are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
5. Analyze the structure an author uses to organize a text, including how the major sections contribute
to the whole and to an understanding of the topic.
6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an
experiment in a text.
Integration of Knowledge and Ideas:
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).
8. Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
9. Compare and contrast the information gained from experiments, simulations, video or multimedia
sources with that gained from reading a text on the same topic.
Range of Reading and Level of Text Complexity:
10. By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text
complexity band independently and proficiently.
Writing Standard for 6th Grade Science
Text Types and Purposes:
1. Write arguments focused on discipline-specific content.
a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate
or opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that
demonstrate an understanding of the topic or text, using credible sources.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s),
counterclaims, reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument
presented.
2. Write informative/explanatory texts, including the narration of historical events, scientific
procedures/experiments, or technical processes.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information
into broader categories as appropriate to achieving purpose; include formatting (e.g., headings),
graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or
other information and examples.
Grade 6 Science - 2015, The Archdiocese of Cincinnati
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among
ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style and objective tone.
f. Provide a concluding statement or section that follows from and supports the information or
explanation presented.
3. Students’ narrative skills continue to grow in these grades. The Standards require that students be
able to incorporate narrative elements effectively into arguments and informative/explanatory texts.
In science and technical subjects, students must be able to write precise enough descriptions of the
step-by-step procedures they use in their investigations or technical work that others can replicate
them and (possibly) reach the same results.
Production and Distribution of Writing:
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
5. With some guidance and support from peers and adults, develop and strengthen writing as needed
by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and
audience have been addressed.
6. Use technology, including the Internet, to produce and publish writing and present the relationships
between information and ideas clearly and efficiently.
Research to Build and Present Knowledge:
7. Conduct short research projects to answer a question (including a self-generated question), drawing
on several sources and generating additional related, focused questions that allow for multiple
avenues of exploration.
8. Gather relevant information from multiple print and digital sources, using search terms effectively;
assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions
of others while avoiding plagiarism and following a standard format for citation.
9. Draw evidence from informational texts to support analysis, reflection, and research.
Range of Writing:
10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames
(a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Grade 6 Science - 2015, The Archdiocese of Cincinnati
SCIENCE
GRADE 6
STANDARD – SCIENCE INQUIRY AND APPLICATION
Characteristics of Science
STANDARD
STANDARD DESCRIPTION
SIA 6.1
Identify questions that can be answered through scientific investigations.
SIA 6.1.1
Define science and empirical evidence.
SIA 6.1.2
Evaluate the strengths and limitations of science in terms of scope, topic, and
explanations.
SIA 6.1.3
Define pseudoscience.
SIA 6.1.4
Define experiment.
SIA 6.1.5
Differentiate between experiments and other scientific investigations.
SIA 6.1.6
Define hypothesis, variable, observation, and data.
Scientific Investigation
STANDARD
STANDARD DESCRIPTION
SIA 6.2
Define and conduct a scientific investigation.
SIA 6.2.1
Explain the major processes involved in conducting a scientific investigation.
SIA 6.2.2
Describe the benefits and limitations of experiments and other types of scientific
investigations.
SIA 6.2.3
List some characteristics of good scientific investigations.
Tools and Measurements for Science
STANDARD
STANDARD DESCRIPTION
SIA 6.3
Use appropriate mathematics, tools and techniques to gather data and
information.
SIA 6.3.1
Describe the relationship between observations and measurements.
SIA 6.3.2
Summarize why the International System (SI) of Units was developed.
SIA 6.3.3
Identify some common SI based units, and some common derived SI units.
Grade 6 Science - 2015, The Archdiocese of Cincinnati
Scientific Tools and Measurements
SIA 6.3.4
Relate tools, measured values, and SI units.
SIA 6.3.5
Discuss the importance and use of technology and computers in scientific
investigations.
SIA 6.3.6
Use prefixes and scientific notation.
SIA 6.3.7
Describe the precision and accuracy of a measurement.
Engineering Design Process
SIA 6.3.8
Identify examples of technology.
SIA 6.3.9
Describe the relationship between technology, engineering, math, and science.
SIA 6.3.10
Provide examples of how technology can be used to gather and analyze data in
scientific investigations.
Introduction to Matter
SIA 6.3.11
Describe how to measure the mass and the weight of an object.
SIA 6.3.12
Determine the volume of a rectangular solid.
SIA 6.3.13
Determine the volume of an object using displacement..
Atoms and Elements
SIA 6.3.14
Describe how chemical symbols are used to represent elements.
SIA 6.3.15
Recall the chemical symbols of some common elements.
Representing Scientific Data
STANDARD
STANDARD DESCRIPTION
SIA 6.4
Analyze and interpret data
SIA 6.4.1
Define independent and dependent variables.
SIA 6.4.2
Interpret data in tables.
Grade 6 Science - 2015, The Archdiocese of Cincinnati
SIA 6.4.3
Interpret data in graphs.
SIA 6.4.4
Graph distance versus time.
Motion and Speed
SIA 6.4.5
Determine speed from a distance-time graph.
SIA 6.4.6
Analyze the relationship between speed and line steepness on a graph.
Introduction to Matter
SIA 6.4.7
Describe how mass, volume, and density are related.
SIA 6.4.8
Calculate density, mass, and volume given two or three variables.
Atoms and Elements
SIA 6.4.9
List and describe physical properties of elements.
SIA 6.4.10
Compare the physical properties of metals, nonmetals, and metalloids.
SIA 6.4.11
Name common elements in solid land, living things, the atmosphere, and oceans.
Scientific Explanation
STANDARD
STANDARD DESCRIPTION
SIA 6.5
Develop descriptions, models, explanations and predictions.
SIA 6.5.1
Construct the following: graphs, tables
SIA 6.5.2
Explain how the mean, median and mode describe a data set.
Engineering Design Process
SIA 6.5.3
Describe the characteristics of simple and complex technology.
SIA 6.5.4
Explain why these characteristics are important in engineering design.
SIA 6.5.5
Describe the parts of a scientific name relating to taxonomy.
SIA 6.5.6
List examples of skills used in engineering design.
Grade 6 Science - 2015, The Archdiocese of Cincinnati
Matter
SIA 6.5.7
Define chemical properties of matter.
SIA 6.5.8
List common chemical properties of matter.
SIA 6.5.9
List some characteristic properties of matter.
SIA 6.5.10
Use characteristic properties to identify substances.
Changes of State
SIA 6.5.11
Explain what happens when a substance gains or loses energy.
SIA 6.5.12
Explain that changes of state conserve energy.
SIA 6.5.13
Explain the following:
 Melting and freezing
 Why a substance has the same freezing and melting point
 Evaporation, boiling, and condensation
 Sublimation and deposition.
SIA 6.5.14
Name the freezing, melting, and boiling points of water.
SIA 6.5.15
Use a model of particle motion to show that changes of state conserve mass.
SIA 6.5.16
Explain evaporation, boiling, and condensation.
SIA 6.5.17
Explain sublimation and deposition.
STANDARD
STANDARD DESCRIPTION
SIA 6.6
Think critically and logically to connect evidence and explanations.
SIA 6.6.1
Describe the nature of and evaluate scientific explanations.
SIA 6.6.2
List the traits people use when they engage in science, assessing how each aids in
advancing science.
Scientific Knowledge
SIA 6.6.3
Identify a scientific theory and assess the evidence that supports it.
SIA 6.6.4
Describe the evidence that caused scientists to modify the theory.
SIA 6.6.5
Understand that a scientific theory is based on scientific evidence that supports an
explanation.
Grade 6 Science - 2015, The Archdiocese of Cincinnati
Energy Resources
SIA 6.6.6
Distinguish between renewable and nonrenewable resources.
SIA 6.6.7
Describe how humans use energy resources.
SIA 6.6.8
Describe the characteristics of fossil fuels.
Explanations and Predictions
STANDARD
STANDARD DESCRIPTION
SIA 6.7
Recognize and analyze alternative explanations and predictions.
SIA 6.7.1
Recognize that Science requires both logic and imagination in the collection and
evaluation of empirical evidence.
SIA 6.7.2
Describe different methods scientists may use to run investigations and develop
scientific explanations.
SIA 6.7.3
Distinguish between reliable and unreliable scientific sources.
Energy Resources
SIA 6.7.4
Identify the two main types of nonrenewable energy resources.
SIA 6.7.5
List the advantages and disadvantages of using fossil fuels.
Nuclear Energy
SIA 6.7.6
Explain how nuclear energy is generated.
SIA 6.7.7
Describe how nuclear energy is used to generate electricity.
SIA 6.7.8
List the advantages and disadvantages of using nuclear energy.
Renewable/Nonrenewable Resources
SIA 6.7.9
Explain the difference between renewable and nonrenewable resources.
SIA 6.7.10
Identify the two main kinds of renewable energy resources.
SIA 6.7.11
Describe solar energy and how it is harnessed and used.
Grade 6 Science - 2015, The Archdiocese of Cincinnati
SIA 6.7.12
Explain why wind and flowing water occur and how their energy is harnessed and
used.
SIA 6.7.13
Describe what geothermal energy is and how it is used.
Communicating Scientific Explanations
STANDARD
STANDARD DESCRIPTION
SIA 6.8
Communicate scientific procedures and explanations.
SIA 6.8.1
Identify the dependent variable, independent variable, and constants.
SIA 6.8.2
Provide examples of skills used in engineering design.
SIA 6.8.3
List the steps of the engineering design process.
Grade 6 Science - 2015, The Archdiocese of Cincinnati
SCIENCE
GRADE 6
STANDARD – EARTH AND SPACE SCIENCE
Rocks, Minerals, Soil
STANDARD
STANDARD DESCRIPTION
ESS 6.1
Identify and list the specific, quantifiable properties of minerals.
ESS 6.1.1
List the characteristics of minerals.
ESS 6.1.2
Summarize 3 ways that minerals form.
ESS 6.1.3
Describe silicate minerals and name some common silicate minerals.
ESS 6.1.4
Identify the main classes of non-silicate minerals.
ESS 6.1.5
Identify physical properties that are used to identify minerals.
The Rock Cycle
STANDARD
STANDARD DESCRIPTION
ESS 6.2
Igneous, metamorphic and sedimentary rocks have unique characteristics that
can be used for identification and/or classification.
ESS 6.2.1
Define the following:
 weathering
 erosion
 deposition
ESS 6.2.2
Describe the 3 classes of work formation:
 sedimentary rock
 igneous rock
 metamorphic rock
Three Classes of Rocks
ESS 6.2.3
Describe the general characteristics of rock.
ESS 6.2.4
Describe 2 methods that are used to classify rock.
ESS 6.2.5
Identify the 3 major classes of rock.
ESS 6.2.6
Describe the two types of metamorphic rock.
Grade 6 Science - 2015, The Archdiocese of Cincinnati
Rock Formation
STANDARD
STANDARD DESCRIPTION
ESS 6.3
Igneous, metamorphic and sedimentary rocks form in different ways.
ESS 6.3.1
Discuss how rock changes and goes through the rock cycle.
ESS 6.3.2
Define the following:
 uplift
 subsidence
 rift zone
Igneous Rock
ESS 6.3.3
Describe the process by which igneous rock forms.
ESS 6.3.4
Explain where intrusive igneous rock forms.
ESS 6.3.5
Explain where extrusive igneous rock forms.
Sedimentary Rock
ESS 6.3.6
Describe the process by which sedimentary rock forms.
ESS 6.3.7
Identify the 3 major types of sedimentary rock, and explain how they form.
Metamorphic Rock
ESS 6.3.8
Describe the process by which metamorphic rock forms.
Soil Formation
STANDARD
STANDARD DESCRIPTION
ESS 6.4
Soil is unconsolidated material that contains nutrient matter and weathered rock.
ESS 6.4.1
Define the following:
 soil
 humus
ESS 6.4.2
Explain how soil forms.
ESS 6.4.3
Identify the factors that affect soil development, including living things.
Grade 6 Science - 2015, The Archdiocese of Cincinnati
Soil Horizon
ESS 6.4.4
Define and describe the following:
 soil horizon
 soil profile
ESS 6.4.5
Explain how soil characteristics are influenced by the process of soil formation and
living things.
Natural Resources
STANDARD
STANDARD DESCRIPTION
ESS 6.5
Rocks, minerals, and soils have common and practical uses.
Renewable and Nonrenewable Natural Resources
ESS 6.5.1
Define and describe the meaning of a natural resource.
ESS 6.5.2
Compare renewable and nonrenewable resources.
Material and Energy Resources
ESS 6.5.3
Explain how material resources and energy resources are used.
Geologic Resources
ESS 6.5.4
Identify that rock, minerals, fossil fuels and soil are important material and energy
resources.
ESS 6.5.5
Explain how geologic resources are extracted and processed.
Natural Resource Management
ESS 6.5.6
Explain the importance of:
 conservation
 stewardship
Grade 6 Science - 2015, The Archdiocese of Cincinnati
Energy Resources
ESS 6.5.7
Describe how humans use energy resources
ESS 6.5.8
Describe the characteristics of fossil fuels and explain how they are used.
ESS 6.5.9
Describe how humans use energy resources.
Grade 6 Science - 2015, The Archdiocese of Cincinnati
SCIENCE
GRADE 6
STANDARD – LIFE SCIENCE
Characteristics of Cells
STANDARD
STANDARD DESCRIPTION
LS 6.1
Explain how and why cells are the fundamental units of life.
LS 6.1.1
Describe the relationship between cells and organisms.
LS 6.1.2
Explain the process that limits the size that a cell can grow?
LS 6.1.3
Summarize the cell theory and explain the three factors it states.
Chemistry of Life-Cells
LS 6.1.4
List the six elements most commonly found in living things.
LS 6.1.5
Illustrate the role of water in cells.
Cell Structure and Function
LS 6.1.6
Describe parts of eukaryotic cells.
LS 6.1.7
Identify general characteristics of eukaryotic cells.
LS 6.1.8
Recognize and describe the differences between prokaryotic and eukaryotic cells.
Homeostasis and Cell Process
LS 6.1.9
Identify the needs of a cell.
LS 6.1.10
Explain why cells divide.
Classification of Living Things - Cells
LS 6.1.11
Identify why and how scientists classify living things.
LS 6.1.12
List and compare the three domains of living things.
LS 6.1.13
List and identify the eight levels of classification.
Grade 6 Science - 2015, The Archdiocese of Cincinnati
Archaea, Bacteria, and Virus – Cells
LS 6.1.14
Recall and identify the characteristics of prokaryotes and eukaryotes.
Introduction to Plants
LS 6.1.15
Describe the common characteristics of all plants.
Characteristics of Cells
STANDARD
STANDARD DESCRIPTION
LS 6.2
Analyze and describe how all cells come from pre-existing cells
LS 6.2.1
Compare/contrast unicellular and multicellular organisms.
LS 6.2.2
Identify the parts that all cells have in common.
LS 6.2.3
Compare prokaryotes and eukaryotes for common characteristics.
Cell Process
LS 6.2.4
Define the term homeostasis and explain why it is important for survival.
LS 6.2.5
Explain how homeostasis is maintained at the cellular level and at higher levels.
Characteristics of Cells
STANDARD
STANDARD DESCRIPTION
LS 6.3
Explain the specific functions that cells carry on that sustain life.
LS 6.3.1
Explain why most cells are small in terms of their surface-area-to-volume ratio.
Cell Theory
LS 6.3.2
List and identify the contributions to cell theory from scientists who advanced the
knowledge.
Grade 6 Science - 2015, The Archdiocese of Cincinnati
Chemistry of Life
LS 6.3.3
Define the term compound
LS 6.3.4
Relate tools, measured values, and SI units.
LS 6.3.5
Explain why nutrients are important to all organisms.
LS 6.3.6
Describe the significance of water in a cell.
Cell Structure and Function
LS 6.3.7
Describe the cell membrane, cytoskeleton, and nucleus.
LS 6.3.8
Compare and contrast organelles found in plant and animal cells.
Levels of Cellular Organization
LS 6.3.9
Define organism.
LS 6.3.10
Identify that living things are unicellular and multicellular, and list characteristics of
multicellular organisms.
LS 6.3.11
Define tissue, organ, and organ system.
LS 6.3.12
Explain the basic relationship between the structure and function of tissues, organs, and
organ system.
Homeostasis and Cell Processes
LS 6.3.13
Describe how cells can get energy by photosynthesis and cellular respiration.
LS 6.3.14
Discuss why exchange is important for cells.
Cell Structure and Function
STANDARD
STANDARD DESCRIPTION
LS 6.4
Evaluate how living systems at all levels or organizations demonstrate the nature
of structure and function.
LS 6.4.1
Describe the structure and function of organelles found in eukaryotic cells, including
mitochondria, ribosomes, endoplasmic reticulum, and Golgi complex.
Grade 6 Science - 2015, The Archdiocese of Cincinnati
Levels of Cellular Organization
LS 6.4.2
List levels of structural organization.
LS 6.4.3
Compare types of animal and plant tissues, organs,a nd organ systems.
LS 6.4.4
Describe how various organs and tissues serve the needs of cells for nutrients and
oxygen delivery.
Homeostasis and Cell Process
LS 6.4.5
Compare endocytosis and exocytosis.
LS 6.4.6
Explain how organisms can respond to changes in their environment.
Classification of Living Things
LS 6.4.7
List and compare the four kingdoms of domain Eukarya.
LS 6.4.8
Describe branching diagrams and dichotomous keys.
Archaea, Bacteria, and Viruses
LS 6.4.9
Describe the characteristics of archaea and bacteria.
LS 6.4.10
Explain how bacteria reproduce.
LS 6.4.11
Name the parts of a virus.
LS 6.4.12
Explain how viruses replicate.
Protists and Fungi
LS 6.4.13
Describe how protists reproduce.
LS 6.4.14
Describe the characteristics of the kingdom Fungi.
LS 6.4.15
Explain how hyphae make up the bodies of fungi and how fungi reproduce.
LS 6.4.16
Describe the different types of fungi.
Grade 6 Science - 2015, The Archdiocese of Cincinnati
Introduction to Plants
LS 6.4.17
Describe the process of photosynthesis and the significance of chlorophyll in plants.
LS 6.4.18
List characteristics of non-vascular and vascular plants.
LS 6.4.19
Identify three organs found in vascular plants and describe their functions.
LS 6.4.20
Explain reproduction in:
 seedless plants
 seed plants
LS 6.4.21
List the major group of plants.
Introduction to Animals
LS 6.4.22
List 6 characteristics that most animals share.
LS 6.4.23
Describe the diversity of the animal kingdom and the difference between invertebrate
and vertebrate.
LS 6.4.24
Describe the main characteristics of:
 each invertebrate animal phylum
 the animal phylum, Chordata
LS 6.4.25
Describe the most familiar vertebrates fish, amphibians, reptiles, birds, mammals
Grade 6 Science - 2015, The Archdiocese of Cincinnati
SCIENCE
GRADE 6
STANDARD – PHYSICAL SCIENCE
Introduction to Matter
STANDARD
STANDARD DESCRIPTION
PS 6.1
Defend that all Matter is made up of small particles called atoms.
PS 6.1.1
Describe and define the term Matter.
Mass and Weight
PS 6.1.2
Define and distinguish between mass and weight.
PS 6.1.3
Explain the process used in measuring the mass and weight of an object.
PS 6.1.4
Determine the difference between the physical and chemical properties of matter.
Atom Structure and Elements
PS 6.1.5
Describe the way in which atoms make up matter.
PS 6.1.6
Describe the particles that make up atoms.
PS 6.1.7
Describe elements in terms of atoms.
PS 6.1.8
List, describe, and compare the three classes of elements.
Particle Combination
PS 6.1.9
Describe the various substances of particle combinations.
Pure Substances
PS 6.1.10
Classify elements and compounds as two types of pure substances.
PS 6.1.11
Name and classify common and compound elements.
Grade 6 Science - 2015, The Archdiocese of Cincinnati
Mixtures
PS 6.1.12
Compare homogenous and heterogeneous mixtures.
PS 6.1.13
Classify mixtures as solutions, colloids, and suspensions.
Theory of Matter
STANDARD
STANDARD DESCRIPTION
PS 6.2
Explain how changes of state are explained by a model of matter composed of
atoms and/or molecules that are in motion.
PS 6.2.1
Define the kinetic theory of matter.
PS 6.2.2
Compare the speeds of particles in solids, liquids, and gases.
PS 6.2.3
Describe thermal energy.
PS 6.2.4
Identify how thermal energy and temperature are related.
PS 6.2.5
Define temperature, degree, and thermometer.
PS 6.2.6
Describe how temperature is related to kinetic energy of particles.
PS 6.2.7
Demonstrate measuring temperatures using different scales.
Particles in Motion
PS 6.2.8
State why and how the particles that make up matter are constantly in motion.
Properties of Solid Liquid and Gasses
PS 6.2.9
Describe the motion of particles in solids, liquids and gases.
PS 6.2.10
Infer how the movement of particles in solids, liquid and gases affects the properties of
solids, liquids and gases.
PS 6.2.11
Explain the changes of matter :
 a substance gains or loses energy
 a state conserves energy
PS 6.2.12
Explain and name the changes between solid, liquid, and gas states.
Grade 6 Science - 2015, The Archdiocese of Cincinnati
Energy
STANDARD
STANDARD DESCRIPTION
PS 6.3
Describe and explain the two types of energy: Kinetic and potential energy.
PS 6.3.1
Compare and classify kinetic and potential energy.
PS 6.3.2
Describe mechanical energy.
Forms of Energy
PS 6.3.3
List and provide examples of different forms of energy.
PS 6.3.4
Describe the law of conservation of energy.
PS 6.3.5
Provide examples of energy being converted from one form to another.
Kinetic Theory of Matter
PS 6.3.6
Define the kinetic theory of matter.
PS 6.3.7
Compare the speeds of particles in solids, liquids and gases.
PS 6.3.8
Describe and identify thermal energy.
Temperature and Measuring Temperature
PS 6.3.9
Explain the relationship between thermal energy and temperature.
PS 6.3.10
Relate temperature and measuring temperature to kinetic energy of particles.
Motion, Speed, Distance-Time Graphs, Velocity
STANDARD
STANDARD DESCRIPTION
PS 6.4
Explain how an object’s motion can be described by its speed and the direction in
which it is moving.
Motion
PS 6.4.1
Define position, reference, point, and motion.
PS 6.4.2
Identify common distance units.
Grade 6 Science - 2015, The Archdiocese of Cincinnati
Speed
PS 6.4.3
Define speed and differentiate between speed and average speed.
PS 6.4.4
Calculate average speed
Distance – Time Graph
PS 6.4.5
Graph distance versus time.
PS 6.4.6
Determine speed from a distance-time graph.
PS 6.4.7
Analyze the relationship between speed and line steepness on a graph.
Velocity
PS 6.4.8
Define speed, vector and velocity.
PS 6.4.9
Differentiate between speed and velocity.
PS 6.4.10
Differentiate between speed and average speed.
PS 6.4.11
Define:
 position
 reference
 point
 motion
PS 6.4.12
Identify common distance units.
Grade 6 Science - 2015, The Archdiocese of Cincinnati
Science Comparative Analysis
Content that is new to 6th
Grade

Earth and Space Sciences:
Properties and formation
of soil, soil horizons.

Physical Science:
Properties and changes in
matter can be explained
by the properties and
movement of atoms and
molecules (formerly in 7th
and 9th grade).


Physical Science: Energy
can be classified as kinetic
or potential (formerly in 7th
grade).
Physical Science: Motion is
described by speed and
direction (formerly in 8th
grade).
Content that is still included at 6th
Grade, but may be modified at a
greater depth
 Earth and Space Sciences:
Properties of minerals,
mineral formation and
identification.
Characteristics of rocks,
rock formation and
identification.


Life Science: Modern Cell
Theory, cell functions,
specialized cells, plant and
animal cells, cell
structures.
Life Science: Cellular
reproduction, conceptual
mitosis (further coverage
in 8th grade).

Life Science: Structure of
organism, organization of
living things and survival.

Physical Science: Equal
volumes of different
substances usually have
different masses.
Grade 6 Science - 2015, The Archdiocese of Cincinnati
Content that is no longer a focus at
6th Grade

Life Science:
Ecosystems, organisms
interacting with the
environment (now in 5th
grade).

Life Science: Meiosis
and inherited traits
(now in 8th grade).

Physical Science: Energy
resources can be
classified as renewable
and nonrenewable
(now in ESS 3rd and 7th
grades).

Physical Science: Changes
can be classified as
chemical or physical.