| (a) Introduction.
(1) Grade 6 science is interdisciplinary in nature;
however, much of the content focus is on physical science. National
standards in science are organized as multi-grade blocks such as Grades
5-8 rather than individual grade levels. In order to follow the grade
level format used in Texas, the various national standards are found
among Grades 6, 7, and 8. Recurring themes are pervasive in sciences,
mathematics, and technology. These ideas transcend disciplinary boundaries
and include change and constancy, patterns, cycles, systems, models,
and scale. The strands for Grade 6 include the following.
(A) Scientific investigations and reasoning.
(i) To develop a rich knowledge of science and the
natural world, students must become familiar with different modes
of scientific inquiry, rules of evidence, ways of formulating questions,
ways of proposing explanations, and the diverse ways scientists study
the natural world and propose explanations based on evidence derived
from their work.
(ii) Scientific investigations are conducted for different
reasons. All investigations require a research question, careful observations,
data gathering, and analysis of the data to identify the patterns
that will explain the findings. Descriptive investigations are used
to explore new phenomena such as conducting surveys of organisms or
measuring the abiotic components in a given habitat. Descriptive statistics
include frequency, range, mean, median, and mode. A hypothesis is
not required in a descriptive investigation. On the other hand, when
conditions can be controlled in order to focus on a single variable,
experimental research design is used to determine causation. Students
should experience both types of investigations and understand that
different scientific research questions require different research
designs.
(iii) Scientific investigations are used to learn about
the natural world. Students should understand that certain types of
questions can be answered by investigations, and the methods, models,
and conclusions built from these investigations change as new observations
are made. Models of objects and events are tools for understanding
the natural world and can show how systems work. Models have limitations
and based on new discoveries are constantly being modified to more
closely reflect the natural world.
(B) Matter and energy.
(i) Matter can be classified as elements, compounds,
or mixtures. Students have already had experience with mixtures in
Grade 5, so Grade 6 will concentrate on developing an understanding
of elements and compounds. It is important that students learn the
differences between elements and compounds based on observations,
description of physical properties, and chemical reactions. Elements
are represented by chemical symbols, while compounds are represented
by chemical formulas. Subsequent grades will learn about the differences
at the molecular and atomic level.
(ii) Elements are classified as metals, nonmetals,
and metalloids based on their physical properties. The elements are
divided into three groups on the Periodic Table. Each different substance
usually has a different density, so density can be used as an identifying
property. Therefore, calculating density aids classification of substances.
(iii) Energy resources are available on a renewable
or nonrenewable basis. Understanding the origins and uses of these
resources enables informed decision making. Students should consider
the ethical/social issues surrounding Earth's natural energy resources,
while looking at the advantages and disadvantages of their long-term
uses.
(C) Force, motion, and energy. Energy occurs in two
types, potential and kinetic, and can take several forms. Thermal
energy can be transferred by conduction, convection, or radiation.
It can also be changed from one form to another. Students will investigate
the relationship between force and motion using a variety of means,
including calculations and measurements.
(D) Earth and space. The focus of this strand is on
introducing Earth's processes. Students should develop an understanding
of Earth as part of our solar system. The topics include organization
of our solar system, the role of gravity, and space exploration.
(E) Organisms and environments. Students will gain
an understanding of the broadest taxonomic classifications of organisms
and how characteristics determine their classification. The other
major topics developed in this strand include the interdependence
between organisms and their environments and the levels of organization
within an ecosystem.
(2) Science, as defined by the National Academy of
Science, is the "use of evidence to construct testable explanations
and predictions of natural phenomena, as well as the knowledge generated
through this process." This vast body of changing and increasing knowledge
is described by physical, mathematical, and conceptual models. Students
should know that some questions are outside the realm of science because
they deal with phenomena that are not scientifically testable.
(3) Scientific hypotheses are tentative and testable
statements that must be capable of being supported or not supported
by observational evidence. Hypotheses of durable explanatory power
that have been tested over a wide variety of conditions become theories.
Scientific theories are based on natural and physical phenomena and
are capable of being tested by multiple independent researchers. Students
should know that scientific theories, unlike hypotheses, are well
established and highly reliable, but they may still be subject to
change as new information and technologies are developed. Students
should be able to distinguish between scientific decision-making methods
and ethical/social decisions that involve the application of scientific
information.
(4) Statements containing the word "including" reference
content that must be mastered, while those containing the phrase "such
as" are intended as possible illustrative examples.
(b) Knowledge and skills.
(1) Scientific investigation and reasoning. The student,
for at least 40% of instructional time, conducts laboratory and field
investigations following safety procedures and environmentally appropriate
and ethical practices. The student is expected to:
(A) demonstrate safe practices during laboratory and
field investigations as outlined in Texas Education Agency-approved
safety standards; and
(B) practice appropriate use and conservation of resources,
including disposal, reuse, or recycling of materials.
(2) Scientific investigation and reasoning. The student
uses scientific practices during laboratory and field investigations.
The student is expected to:
(A) plan and implement comparative and descriptive
investigations by making observations, asking well defined questions,
and using appropriate equipment and technology;
(B) design and implement experimental investigations
by making observations, asking well defined questions, formulating
testable hypotheses, and using appropriate equipment and technology;
(C) collect and record data using the International
System of Units (SI) and qualitative means such as labeled drawings,
writing, and graphic organizers;
(D) construct tables and graphs, using repeated trials
and means, to organize data and identify patterns; and
(E) analyze data to formulate reasonable explanations,
communicate valid conclusions supported by the data, and predict trends.
(3) Scientific investigation and reasoning. The student
uses critical thinking, scientific reasoning, and problem solving
to make informed decisions and knows the contributions of relevant
scientists. The student is expected to:
(A) analyze, evaluate, and critique scientific explanations
by using empirical evidence, logical reasoning, and experimental and
observational testing, so as to encourage critical thinking by the
student;
(B) use models to represent aspects of the natural
world such as a model of Earth's layers;
(C) identify advantages and limitations of models such
as size, scale, properties, and materials; and
(D) relate the impact of research on scientific thought
and society, including the history of science and contributions of
scientists as related to the content.
(4) Scientific investigation and reasoning. The student
knows how to use a variety of tools and safety equipment to conduct
science inquiry. The student is expected to:
(A) use appropriate tools, including journals/notebooks,
beakers, Petri dishes, meter sticks, graduated cylinders, hot plates,
test tubes, balances, microscopes, thermometers, calculators, computers,
timing devices, and other necessary equipment to collect, record,
and analyze information; and
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