Standard set
Grade 6 - Science (2023)
Standards
Showing 256 of 256 standards.
Science
6.A
Matter: Understandings of the physical world are deepened by investigating matter and energy.
6.B
Energy: Understandings of the physical world are deepened by investigating matter and energy.
6.C
Earth Systems: Understandings of the living world, Earth, and space are deepened by investigating natural systems and their interactions.
6.D
Living Systems: Understandings of the living world, Earth, and space are deepened by investigating natural systems and their interactions.
6.E
Space: Understandings of the living world, Earth, and space are deepened by investigating natural systems and their interactions.
6.F
Computer Science: Problem solving and scientific inquiry are developed through the knowledgeable application of creativity, design, and computational thinking.
6.G
Scientific Methods: Investigation of the physical world is enhanced through the use of scientific methods that attempt to remove human biases and increase objectivity.
6.A.1
Students investigate how particles of matter behave when heated or cooled and analyze effects on solids, liquids, and gases.
6.B.1
Students analyze forces and relate them to interactions between objects.
6.B.2
Students investigate energy resources and explain factors that influence their use.
6.C.1
Students investigate climate, changes in climate, and the impact of climate change on Earth.
6.D.1
Students investigate the characteristics and components of and interactions within ecosystems.
6.E.1
Students analyze and represent celestial bodies of the solar system.
6.F.1
Students examine abstraction in relation to design and coding, and describe impacts of technologies.
6.G.1
Students investigate and describe the role of explanation in science.
6.A.1.1
Knowledge
6.A.1.2
Understanding
6.A.1.3
Skills & Procedures
6.B.1.1
Knowledge
6.B.1.2
Understanding
6.B.1.3
Skills & Procedures
6.B.2.1
Knowledge
6.B.2.2
Understanding
6.B.2.3
Skills & Procedures
6.C.1.1
Knowledge
6.C.1.2
Understanding
6.C.1.3
Skills & Procedures
6.D.1.1
Knowledge
6.D.1.2
Understanding
6.D.1.3
Skills & Procedures
6.E.1.1
Knowledge
6.E.1.2
Understanding
6.E.1.3
Skills & Procedures
6.F.1.1
Knowledge
6.F.1.2
Understanding
6.F.1.3
Skills & Procedures
6.G.1.1
Knowledge
6.G.1.2
Understanding
6.G.1.3
Skills & Procedures
6.A.1.1.a
The particle model of matter states that heating matter causes particles to move faster.
6.A.1.1.b
As particles move faster, the attractive forces between them weaken and the space between them increases.
6.A.1.1.c
The particle model of matter states that cooling matter causes particles to move slower.
6.A.1.1.d
As particles slow down, the attractive forces between them increase and the space between them decreases.
6.A.1.1.e
A phase change is a change from one state of matter to another.
6.A.1.1.f
During a phase change, the volume of the matter may change but the mass remains constant.
6.A.1.1.g
A liquid thermometer uses the expansion or contraction of matter to measure temperature using a scale.
6.A.1.1.h
Scientists use the Celsius scale to measure temperature in degrees Celsius (°C).
6.A.1.1.i
The Celsius scale is based on the changes of state of water and defines 0°C as the melting/freezing point of water and 100°C as the boiling point of water.
6.A.1.1.j
Expansion is the typical response materials have to heating.
6.A.1.1.k
Contraction is the typical response materials have to cooling.
6.A.1.1.l
Water has the unusual property of having greater volume in solid form than in liquid form.
6.A.1.1.m
Because of water's unusual property, it is less dense in solid form than in liquid form.
6.A.1.1.n
The surface of a body of water freezes when the temperature of the water drops below the freezing point.
6.A.1.1.o
The frozen surface of a large body of water forms an insulating sheet of ice that protects aquatic life.
6.A.1.1.p
A material's response to temperature change requires consideration when designing and constructing infrastructure, including sidewalks, bridges and roads
6.A.1.2.a
Particles change speed and distance from each other when heated or cooled.
6.A.1.2.b
Expansion and contraction of matter can be the basis for the design of tools that measure temperature.
6.A.1.2.c
Most matter expands when heated and contracts when cooled.
6.A.1.3.a
Discuss the connection between movement of particles and temperature in degrees Celsius.
6.A.1.3.b
Explain phase changes of matter when heated or cooled using the particle model of matter.
6.A.1.3.c
Conduct a controlled experiment to prove the mass of a substance is the same after a phase change.
6.A.1.3.d
Describe how a liquid thermometer works.
6.A.1.3.e
Create a tool that measures temperature based on expansion and contraction of a liquid.
6.A.1.3.f
Relate the melting/freezing and boiling points of water to the Celsius scale.
6.A.1.3.g
Identify safety practices associated with measuring temperature and the use of measurement tools.
6.A.1.3.h
Conduct an investigation to demonstrate that liquid water is denser than solid water.
6.A.1.3.i
Hypothesize the effect on aquatic life if solid water were denser than liquid water.
6.A.1.3.j
Explain the significance of expansion or contraction in the design and construction of structures.
6.B.1.1.a
Forces within an object are internal forces, including tension, compression, shear and torsion
6.B.1.1.b
Forces that act on an object from outside the object are external forces, including applied force, friction and elastic or spring force
6.B.1.1.c
External forces cause internal forces within an object.
6.B.1.1.d
An applied force is exerted on an object by a person or another object.
6.B.1.1.e
Friction forces oppose the movement of objects when those objects make contact with other objects or surfaces.
6.B.1.1.f
Tension is a force exerted by pulling on a string or rope that is connected to an object.
6.B.1.1.g
Elastic or spring force is exerted on any object that is in contact with a compressed or stretched elastic object or spring.
6.B.1.1.h
Compression is a force exerted on an object that squeezes, squashes, or compacts the object.
6.B.1.1.i
Shear is a force that pushes parts of an object in opposite directions, resulting in bending or breaking.
6.B.1.1.j
Torsion is a force that twists an object.
6.B.1.1.k
Plasticity is a property that leads to permanent changes in an object's shape; e.g., bending a paper clip.
6.B.1.1.l
Elasticity is a property that enables temporary changes in an object's shape; e.g., stretching a rubber band.
6.B.1.1.m
An action force is exerted on an object in a particular direction.
6.B.1.1.n
A reaction force acts in the opposite direction of an action force.
6.B.1.1.o
One object experiences an action force while another object experiences a reaction force in an interaction.
6.B.1.2.a
External and internal forces can change the shape, size, or position of objects that interact.
6.B.1.2.b
Changes in an object's shape depend on its properties.
6.B.1.2.c
For every action force, there is an equal and opposite reaction force. (Newton's Third Law)
6.B.1.3.a
Conduct investigations to answer questions about the effects of external and internal forces on objects during an interaction.
6.B.1.3.b
Identify forces that act on an object during an interaction.
6.B.1.3.c
Use materials, tools, and equipment safely while experimenting with forces in interactions.
6.B.1.3.d
Differentiate between temporary and permanent changes.
6.B.1.3.e
Test the plasticity and elasticity of objects.
6.B.1.3.f
Demonstrate and represent an action force and its reaction force in various interactions.
6.B.2.1.a
Factors that influence selection of energy resources include availability and accessibility, societal impacts, economic impacts and environmental impacts
6.B.2.1.b
Responsible management of energy resources includes minimal disruption to nature, restoration of extraction areas, waste management practices and respect for land and resource rights
6.B.2.1.c
Some energy resources can be used before processing, such as wood, wind and water
6.B.2.1.d
Some energy resources can be used after processing, such as wind, solar, fossil fuels, nuclear, hydro and biofuel
6.B.2.1.e
Many energy resources are processed into electricity.
6.B.2.1.f
Some energy resources can be used before processing and after processing; e.g., wind can be used before processing to sail a boat and after processing as electricity.
6.B.2.1.g
Energy resources can be used in daily life in various ways, such as heating and cooling, lighting, cooking and transportation
6.B.2.2.a
The advantages and disadvantages of several factors influence selection of energy resources.
6.B.2.2.b
Energy resources can be managed for use in daily living.
6.B.2.3.a
Investigate factors that influence selection of energy resources.
6.B.2.3.b
Examine factors that influence selection of principal energy resources used in Alberta.
6.B.2.3.c
Examine management of energy resources in various contexts.
6.B.2.3.d
Classify energy resources as being used before or after processing.
6.B.2.3.e
Compare the use of an energy resource before and after processing.
6.B.2.3.f
Discuss ways energy resources are used by individuals or communities in daily life.
6.B.2.3.g
Design a device that uses an energy resource, before or after processing, to solve a problem.
6.C.1.1.a
Earth's systems interact with the Sun and each other to impact climate in various ways, including clouds reflecting sunlight into space, greenhouse gases trapping heat from the Sun and ice reflecting light from the Sun
6.C.1.1.b
Humans rely on the Sun and Earth's systems for a habitable climate.
6.C.1.1.c
Geographical location factors that affect climate include latitude, proximity to a large body of water, elevation and urban or rural setting
6.C.1.1.d
Changes in climate can be caused by natural processes, including volcanic eruptions, meteors, changes in the Sun's output and changes in orbits
6.C.1.1.e
Changes in climate can be caused by human activities, including industrialization and pollution.
6.C.1.1.f
The release of greenhouse gases into the atmosphere contributes to the warming of Earth.
6.C.1.1.g
Clean energy production has the potential to reduce net greenhouse gas production.
6.C.1.1.h
Personal actions that can help address human causes of global climate change include reducing personal consumption and waste, planting a garden or buying local produce and using clean, affordable, and reliable energy sources responsibly
6.C.1.1.i
Climate change can affect weather and extreme weather events, migration patterns, water resources and frequency of forest fires
6.C.1.1.j
Climate change can impact agricultural practices, such as crop selection, crop production, harvesting periods and yields, irrigation and pest management
6.C.1.1.k
Traditional ways of living off the land, including hunting and gathering practices of First Nations, Métis, and Inuit communities, have been impacted by climate change in various ways, such as rising sea levels in coastal areas, changing migration patterns and access to hunting, harvesting, and fishing
6.C.1.1.l
Theories about potential causes of the extinction of dinosaurs include worldwide climate change, a catastrophic meteoric event, or volcanic activity.
6.C.1.1.m
Climate change can be identified through long-term observation and measurement of weather conditions, including amount of precipitation, temperature, and number of extreme weather events.
6.C.1.1.n
Climate change can be identified through long-term observation and measurement of environmental conditions, such as sea and ocean levels, thickness and duration of sea ice, permafrost changes and number of forest fires
6.C.1.1.o
Climate observations come from a variety of sources, such as recorded information, oral narratives and surface layers, including ice, from different time periods on Earth
6.C.1.1.p
Extreme weather events that occur on Earth include heatwaves, hurricanes and monsoons
6.C.1.1.q
Extreme weather events that occur in Canada include tornados, blizzards, torrential rain and wildfires
6.C.1.1.r
Technologies used to predict extreme weather events include radars, weather satellites, and computer modelling.
6.C.1.1.s
Traditional knowledge and modern technologies both provide information on long-term climate changes.
6.C.1.1.t
Local Elders, traditional Knowledge Keepers, and scientists can collaborate and share information about local climate and climate change.
6.C.1.2.a
Complex interactions between humans, Earth's systems, and the Sun can impact climate and climate change.
6.C.1.2.b
Climate change over time can affect land, plants, humans, and other animals in a variety of ways.
6.C.1.2.c
Identifying changes in climate relies on observations and measurements from different points in time.
6.C.1.2.d
Collaboration contributes to a broader awareness of the effects of weather on people and environments.
6.C.1.3.a
Describe possible impacts on climate due to interactions between the Sun and Earth's systems.
6.C.1.3.b
Relate impacts of natural processes and human activities on climate change.
6.C.1.3.c
Identify personal actions that may affect global climate change.
6.C.1.3.d
Describe possible effects of climate change on land, plants, humans, and other animals.
6.C.1.3.e
Discuss agricultural practices impacted by climate change.
6.C.1.3.f
Research how climate change is affecting ways of living in northern, Inuit, and/or coastal communities in Canada.
6.C.1.3.g
Discuss the effects of climate change on traditional ways of living off the land.
6.C.1.3.h
Compare theories about dinosaur extinction.
6.C.1.3.i
Compare historical observations and measurements of weather and environmental conditions to current data.
6.C.1.3.j
Relate extreme weather events to specific locations in Canada and on Earth.
6.C.1.3.k
Identify and discuss technologies that are used to track and predict extreme weather events.
6.C.1.3.l
Discuss how scientists, Elders, and traditional Knowledge Keepers can collaborate to develop deeper awareness of the effects of weather on people and environments.
6.C.1.3.m
Propose ideas on how local Elders, traditional Knowledge Keepers, and scientists can collaborate to support awareness of local climate and climate change.
6.D.1.1.a
Ecosystems are complex systems of biotic and abiotic components.
6.D.1.1.b
Biotic components of an ecosystem include plants, animals, and micro-organisms.
6.D.1.1.c
Abiotic components of an ecosystem include energy from the Sun, water, soil, air and temperature
6.D.1.1.d
All components of an ecosystem influence each other either directly or indirectly; e.g., animals rely on plants for food, plants need water to grow, energy from the Sun affects temperature and decomposers help return nutrients to the soil
6.D.1.1.e
There are many types of ecosystems, such as desert, arctic, grassland, wetland, forest and freshwater
6.D.1.1.f
Characteristics of ecosystems include climate patterns, size, vegetation structure, animal populations and geographic location
6.D.1.1.g
Some ecosystems store greenhouse gases and prevent them from being released into the atmosphere, such as wetlands, oceans, forest and grasslands
6.D.1.1.h
Ecosystems can be examined using digital or non-digital tools, such as still-image and video cameras and magnifying devices.
6.D.1.1.i
Characteristics of ecosystems that affect diversity of organisms include geographic location, including climate patterns, landforms, and water sources, size, from very small to very large and complexity, including number and types of plants and animals
6.D.1.1.j
Plants carry out the process of photosynthesis, which uses light, water, and carbon dioxide to produce oxygen and food in the form of sugar (glucose).
6.D.1.1.k
Plants and animals use food produced during photosynthesis to perform vital biological processes.
6.D.1.1.l
Plants and animals use the oxygen that is released during photosynthesis for respiration.
6.D.1.1.m
Chlorophyll in plants collects light needed for photosynthesis.
6.D.1.1.n
The release of oxygen and the presence of starch indicate that a plant has been photosynthesizing.
6.D.1.1.o
Sugar produced by plants through photosynthesis is often stored as starch.
6.D.1.1.p
Plants play a variety of roles in an ecosystem, such as photosynthesizing, cleaning and filtering water, reducing soil erosion and providing food and shelter for animals
6.D.1.1.q
Humans, like all animals, depend on plants to produce oxygen that is used for respiration.
6.D.1.1.r
Humans also rely on plants in various other ways, such as food, clothing, paper, building materials, medicine and fuel
6.D.1.1.s
Plants benefit from animals, including humans, to help provide carbon dioxide, which they need to survive.
6.D.1.1.t
Certain plants are considered sacred to First Nations and Métis, such as sage, sweetgrass, cedar and tobacco
6.D.1.1.u
The offering of tobacco signifies balance and harmony, giving back to the land, respect for the plant and a sustainable relationship
6.D.1.2.a
The components and characteristics of an ecosystem affect the diversity of the organisms that live in it.
6.D.1.2.b
Photosynthesis is a process that supports growth and survival in a variety of ecosystems.
6.D.1.2.c
There are significant relationships between plants and animals within ecosystems.
6.D.1.3.a
Represent and connect the biotic and abiotic components of an ecosystem.
6.D.1.3.b
Locate and responsibly examine a local ecosystem in nature using appropriate materials and tools.
6.D.1.3.c
Relate the preservation of various ecosystems to possible actions that address climate change.
6.D.1.3.d
Create a model or simulation to represent a chosen ecosystem and its characteristics.
6.D.1.3.e
Compare the characteristics of two ecosystems.
6.D.1.3.f
Examine the diversity of animals and plants in various ecosystems in relation to abiotic components.
6.D.1.3.g
Explain the process of photosynthesis and its importance in an ecosystem.
6.D.1.3.h
Design and perform a controlled experiment to demonstrate the importance of light to photosynthesis.
6.D.1.3.i
Design and perform a controlled experiment to show that a plant is releasing oxygen.
6.D.1.3.j
Design and perform a controlled experiment to show that a plant contains starch.
6.D.1.3.k
Examine ways that plants and animals rely on each other to meet their needs.
6.D.1.3.l
Discuss plants that are considered sacred to First Nations and Métis.
6.E.1.1.a
Scientific exploration of space has revealed that Earth is an interconnected part of a group of planets that orbit the Sun.
6.E.1.1.b
The solar system is a complex group of celestial bodies that include the Sun (a star), planets and their moons, dwarf planets, asteroids, comets and meteoroids
6.E.1.1.c
Celestial bodies are natural bodies located beyond Earth's atmosphere.
6.E.1.1.d
Celestial bodies have characteristics that vary in many ways, including surface conditions; e.g., temperature, gravity, and atmosphere, composition; e.g., gas, ice, or visible rings, size and shape; e.g., round or irregular
6.E.1.1.e
Some celestial bodies emit light and others reflect light.
6.E.1.1.f
An asteroid belt is a collection of asteroids found within the solar system.
6.E.1.1.g
Although Pluto was originally classified as a planet, new information led to the reclassification of Pluto as a dwarf planet.
6.E.1.1.h
The solar system can be modelled to represent the size of the Sun and the planets and the distance between them.
6.E.1.1.i
Technologies that are used to explore the solar system include telescopes, satellites, probes, rovers, manned spacecraft and space stations and computer modelling
6.E.1.1.j
Satellites are objects in space that orbit around another larger object.
6.E.1.1.k
An orbit is the recurring path of an object around another object in space.
6.E.1.1.l
Natural satellites are celestial bodies.
6.E.1.1.m
Artificial satellites are constructed and put into orbit by humans.
6.E.1.1.n
The first satellite put into orbit by Alberta (Ex-Alta 1) was designed by a group of students and faculty at the University of Alberta (AlbertaSat) and was successfully launched from the International Space Station in 2017.
6.E.1.1.o
The International Space Station is a research facility that orbits Earth.
6.E.1.2.a
Information about Earth can be acquired through exploration of the solar system.
6.E.1.2.b
Knowledge of the solar system continues to develop with further space exploration, discovery, and use of technologies.
6.E.1.3.a
Name and order the planets in the solar system and identify the location of the main asteroid belt.
6.E.1.3.b
Classify celestial bodies of the solar system as planets, moons, dwarf planets, asteroids, comets, meteoroids, or the Sun.
6.E.1.3.c
Represent and describe the characteristics of celestial bodies in our solar system.
6.E.1.3.d
Examine celestial bodies that emit or reflect light.
6.E.1.3.e
Discuss the reclassification of Pluto.
6.E.1.3.f
Interpret physical, pictorial, or digital models of the solar system.
6.E.1.3.g
Investigate digital or non-digital resources that contribute to understandings of the solar system.
6.E.1.3.h
Identify and compare technologies used to gather knowledge about planets and other objects in space.
6.E.1.3.i
Compare and contrast natural satellites and artificial satellites.
6.E.1.3.j
Discuss potential personal, societal, technological, and environmental barriers to living and working in space.
6.F.1.1.a
The process of abstraction includes determining what details to keep and what to ignore, removing unnecessary details, identifying important information and generalizing patterns
6.F.1.1.b
Information is data that is organized to be more useful.
6.F.1.1.c
An abstraction is a simplified version of something complex.
6.F.1.1.d
Abstractions can make daily life easier; e.g., simple controls on appliances, light switches, steering wheels and apps
6.F.1.1.e
Computational artifacts can be designed to address societal needs and wants; e.g., weather modelling communications, automotive controls, medical research and apps
6.F.1.1.f
Structures used in coding include sequences, conditionals (if-then-else statements) and loops
6.F.1.1.g
Sequence structures are ordered sets of instructions within code.
6.F.1.1.h
Conditional structures are statements that tell computers to complete different actions based on different situations.
6.F.1.1.i
The use of computers, coding, and technology can have impacts that are personal, social, environmental and economic
6.F.1.1.j
Impacts of computers, coding, or technology may be intentional or unintentional.
6.F.1.2.a
Abstraction is used in design and coding of computational artifacts to make problems easier to think about.
6.F.1.2.a
Computers, coding, and technology can be used in ways that have positive or negative impacts.
6.F.1.3.a
Apply abstraction during the design process.
6.F.1.3.b
Identify examples of abstractions encountered in daily life.
6.F.1.3.c
Discuss the role of design and coding in society.
6.F.1.3.d
Use a visual block-based language to design code that includes relevant design structures.
6.F.1.3.e
Discuss how computers, coding, or technology have had impacts.
6.F.1.3.f
Predict possible impacts of computers, coding, or technology.
6.G.1.1.a
Scientific explanations must be testable (falsifiable) by an investigation that will either support or contradict the explanation.
6.G.1.1.b
Hypotheses are proposed scientific explanations developed prior to conducting an investigation.
6.G.1.1.c
Hypotheses are based on prior scientific knowledge and understandings.
6.G.1.1.d
Evidence is used to support or contradict a hypothesis.
6.G.1.1.e
Scientific explanations can be used to describe natural phenomena such as phases of the moon, hours of daylight, and amount of rain or snowfall (precipitation).
6.G.1.1.f
Scientific experiments performed with objectivity and a high level of accuracy produce trustworthy evidence to support explanations.
6.G.1.1.g
First Nations, Métis, and Inuit share explanations of natural phenomena through written texts, traditional knowledge, visual forms, verbal presentations and stories and legends
6.G.1.1.h
Scientific explanations can incorporate a variety of texts, such as visual forms; e.g., graphs, tables, flow charts, diagrams, and models, written texts; e.g., research papers and verbal presentations; e.g., stories and discussions
6.G.1.1.i
A scientific explanation can be communicated in different ways depending on audience.
6.G.1.1.j
The needs of the audience influence how science is communicated, such as vocabulary used, level of detail and method of communication
6.G.1.1.k
Evidence and scientific explanations are subject to further investigation to determine their validity.
6.G.1.1.l
Further investigation can involve a variety of processes, such as continual collection of evidence over time, discussion and debate in the scientific community, conducting multiple investigations over long periods of time and using new technologies and methods that reveal new evidence
6.G.1.1.m
New evidence has refined inaccurate scientific explanations of natural phenomena, such as the Sun revolves around the Earth, different tastes are detected in different areas of the tongue and the eyes are a source of light, allowing vision
6.G.1.1.n
One conflicting study is not enough to cause a scientific explanation to be refined.
6.G.1.2.a
Explanations are used in science to answer scientific questions.
6.G.1.2.b
Scientific explanations are constructed using reliable, objective data and evidence.
6.G.1.2.c
Explanations of natural phenomena are communicated in various ways.
6.G.1.2.d
Science is a self-correcting way of knowing about the world, where new evidence can change understandings and explanations.
6.G.1.3.a
Discuss the role of scientific explanations.
6.G.1.3.b
Develop and test a hypothesis based on a scientific explanation.
6.G.1.3.c
Create scientific explanations for how natural phenomena occur.
6.G.1.3.d
Discuss observations and measurements used to create scientific explanations.
6.G.1.3.e
Evaluate the trustworthiness of evidence and explanations from a variety of sources.
6.G.1.3.f
Interpret multiple forms of text that offer explanations of natural phenomena.
6.G.1.3.g
Communicate explanations using appropriate digital or non-digital technologies.
6.G.1.3.h
Construct digital or non-digital graphs and tables using proper labels, legends, scales, and titles.
6.G.1.3.i
Determine the appropriateness of methods of communicating explanations based on the audience.
6.G.1.3.j
Discuss processes that can be used to validate evidence and explanations.
6.G.1.3.k
Identify explanations of natural phenomena that have been refined as new evidence has been revealed.
Framework metadata
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- Grade 6 - Science
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- CC BY 4.0 US