FOCUS ON EARTH SCIENCE (26)

As a basis for understanding this concept: 2.a Students know water running downhill is the dominant process in shaping the landscape, including California’s landscape.. As a basis for

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California State Capitol Building, Sacramento

What is the purpose of the California Content Standards?

Content standards were designed to encourage the highest achievement of every

student, by defining the knowledge, concepts, and skills that students should acquire

at each grade level.

This Guide Contains:

Science Content Standards, Grade 6 and Correlations xx

Math Content Standards, Grade 6 xxvi

English-Language Arts Content Standards, Grade 6 xxviii

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Science Content Standards Page Numbers

Plate Tectonics and Earth’s Structure

1 Plate tectonics accounts for important features of Earth’s surface and major geologic events As a basis for under-standing this concept:

1.a Students know evidence of plate tectonics is derived from the fit of the continents; the

location of earthquakes, volcanoes, and midocean ridges; and the distribution of fossils,

rock types, and ancient climatic zones.

49–50, 163, 167, 168–171,

172, 174–180, 182,

185, 186, 223, 228–232, 427–428

1.b Students know Earth is composed of several layers: a cold, brittle lithosphere; a hot,

con-vecting mantle; and a dense, metallic core.

102–105, 110–111, 188, 228–232

1.c Students know lithospheric plates the size of continents and oceans move at rates of

centi-meters per year in response to movements in the mantle.

183, 186–187, 189, 191, 196–197, 218–219

1.d Students know that earthquakes are sudden motions along breaks in the crust called faults

and that volcanoes and fissures are locations where magma reaches the surface.

82, 103, 110–111, 207,

211, 214, 243, 246–247,

291, 295, 300, 302–306, 308–310, 312, 320–321

Grade 6 Focus On Earth Science

The science curriculum in grade six emphasizes the study of earth sciences Students at this age are increasing their awareness of the environment and are ready to learn more

The standards in grade six present many of the foundations of geology and geophysics, including plate tectonics and earth structure, topography, and energy The material is linked to resource management and ecology, building on what students have learned in previous grades Unless students take a high school earth science class, what they learn

in grade six will be their foundation for earth science literacy Items within the text that relate to a Science Content Standard will be represented like this: 1.g

California Science Content Standards

Correlated to Focus On Earth Science

Bold page numbers indicate in-depth coverage of standard.

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Plate Tectonics and Earth’s Structure (continued)

1.e Students know major geologic events, such as earthquakes, volcanic eruptions, and

moun-tain building, result from plate motions.

49–50, 78–79, 81–82, 218–219, 223–225, 227, 228–229, 249–250, 296–298, 320–321, 446–447

1.f Students know how to explain major features of California geology (including mountains,

faults, volcanoes) in terms of plate tectonics.

79, 223–225, 307, 355–361, 446–447

1.g Students know how to determine the epicenter of an earthquake and know that the

effects of an earthquake on any region vary, depending on the size of the earthquake, the

distance of the region from the epicenter, the local geology, and the type of construction

in the region.

49–50, 253–255, 256, 261–266, 268–269, 271,

276, 279, 280–281

Shaping Earth’s Surface

2 Topography is reshaped by the weathering of rock and soil and by the transportation and deposition of sediment

As a basis for understanding this concept:

2.a Students know water running downhill is the dominant process in shaping the landscape,

including California’s landscape.

80–81, 83–84, 99, 334–341

2.b Students know rivers and streams are dynamic systems that erode, transport sediment,

change course, and flood their banks in natural and recurring patterns.

83, 99, 342, 345–348, 351–353, 356–357,

359, 362

2.c Students know beaches are dynamic systems in which the sand is supplied by rivers and

moved along the coast by the action of waves.

83, 349–350, 354, 360, 438–444

2.d Students know earthquakes, volcanic eruptions, landslides, and floods change human and

wildlife habitats.

271–272, 275–276, 280–281, 313–315, 318, 343–344, 348, 436, 447, 479–481

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Heat (Thermal Energy) (Physical Sciences)

3 Heat moves in a predictable flow from warmer objects to cooler objects until all the objects are at the same tem-perature As a basis for understanding this concept:

3.a Students know energy can be carried from one place to another by heat flow or by waves,

including water, light and sound waves, or by moving objects.

97–98, 121, 124–126, 127,

129, 131–134, 142

3.b Students know that when fuel is consumed, most of the energy released becomes heat

energy.

135–136, 137, 564

3.c Students know heat flows in solids by conduction (which involves no flow of matter) and

in fluids by conduction and by convection (which involves flow of matter).

104, 106–107, 145–149, 152–153, 393–396

3.d Students know heat energy is also transferred between objects by radiation (radiation can

travel through space).

129, 134, 150, 151, 397–400, 410–411

Energy in the Earth System

4 Many phenomena on Earth’s surface are affected by the transfer of energy through radiation and convection cur-rents As a basis for understanding this concept:

4.a Students know the sun is the major source of energy for phenomena on Earth’s surface; it

powers winds, ocean currents, and the water cycle.

334–336, 382–390, 401–403, 431–432, 472–474, 517–520, 553–555, 557, 559–562

4.b Students know solar energy reaches Earth through radiation, mostly in the form of visible

light.

384–387, 398–399, 410–411

4.c Students know heat from Earth’s interior reaches the surface primarily through convection 106–108, 188, 194

4.d Students know convection currents distribute heat in the atmosphere and oceans 394–396, 402–409,

430–437, 448–449, 486–487, 491–495

4.e Students know differences in pressure, heat, air movement, and humidity result in changes

of weather.

401–409, 468–474, 475–482, 483–488, 490–496

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Ecology (Life Sciences)

5 Organisms in ecosystems exchange energy and nutrients among themselves and with the environment As a basis for understanding this concept:

5.a Students know energy entering ecosystems as sunlight is transferred by producers into

chemical energy through photosynthesis and then from organism to organism through

food webs.

553–567

5.b Students know matter is transferred over time from one organism to others in the food

web and between organisms and the physical environment.

520, 557–672, 574–575

5.c Students know populations of organisms can be categorized by the functions they serve in

an ecosystem.

552–559

5.d Students know different kinds of organisms may play similar ecological roles in similar

biomes.

536, 564

5.e Students know the number and types of organisms an ecosystem can support depends on

the resources available and on abiotic factors, such as quantities of light and water, a range

of temperatures, and soil composition.

450, 516–522, 534, 538–539, 568–571

Resources

6 Sources of energy and materials differ in amounts, distribution, usefulness, and the time required for their forma-tion As a basis for understanding this concept:

6.a Students know the utility of energy sources is determined by factors that are involved in

converting these sources to useful forms and the consequences of the conversion process.

389, 412, 595–617

6.b Students know different natural energy and material resources, including air, soil, rocks,

minerals, petroleum, fresh water, wildlife, and forests, and know how to classify them as

renewable or nonrenewable.

132–138, 141–147, 389, 450–452, 588–517

6.c Students know the natural origin of the materials used to make common objects 140, 588–594, 607–608

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Investigation and Experimentation

7 Scientific progress is made by asking meaningful questions and conducting careful investigations As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations Students will:

228–229, 280–281, 320–321, 331, 338, 362, 538–539, 557, 569, 574–575, 616–617

7.b Select and use appropriate tools and technology (including calculators, computers,

balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and

display data.

7–17, 31, 38, 64–65, 93,

103, 228–229, 268–269,

279, 300, 318, 364–365,

534, 564, 567, 569, 574–575, 606

7.c Construct appropriate graphs from data and develop qualitative statements about the

relationships between variables.

24–27, 32, 62, 85, 144, 410–411, 428, 450, 530, 590

7.d Communicate the steps and results from an investigation in written reports and oral

presentations.

5, 22–23, 28–33, 37, 110–111, 280–281, 320–321, 362, 498–499, 538–539, 564, 574–575,

614, 616–617

7.e Recognize whether evidence is consistent with a proposed explanation 5, 6, 19, 20, 21, 33, 36–41,

163, 194, 196–197, 207,

227, 228–229, 243, 250,

256, 291, 362, 567, 606, 608

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Investigation and Experimentation (continued)

7.f Read a topographic map and a geologic map for evidence provided on the maps and

con-struct and interpret a simple scale map.

13, 51, 53, 54–62, 63, 64–65, 392, 425–429, 454–455

7.g Interpret events by sequence and time from natural phenomena (e.g., the relative ages of

rocks and intrusions).

36–41, 182, 214, 268–269,

312, 354, 557, 569

7.h Identify changes in natural phenomena over time without manipulating the phenomena

(e.g., a tree limb, a grove of trees, a stream, a hillslope).

18, 36–41, 62, 272, 312,

338, 345, 347, 348, 354, 364–365, 498–499 Bold page numbers indicate in-depth coverage of standard.

Joshua Tree National Park, California

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Items within the text that relate to a Math Content Standard will be represented like this: MA6: NS 1.0

Number Sense

MA6: NS 1.0 Students compare and order positive and negative

fractions, decimals, and mixed numbers Students solve problems

involving fractions, ratios, proportions, and percentages:

MA6: NS 1.1 Compare and order positive and negative fractions,

decimals, and mixed numbers and place them on a

number line

MA6: NS 1.2 Interpret and use ratios in different contexts (e.g.,

batting averages, miles per hour) to show the relative

sizes of two quantities, using appropriate notations

( b a , a to b, a:b).

MA6: NS 1.3 Use proportions to solve problems (e.g., determine

the value of N if 4 7 N 21 , find the length of a side of a

polygon similar to a known polygon) Use

cross-mul-tiplication as a method for solving such problems,

understanding it as the multiplication of both sides of

an equation by a multiplicative inverse

MA6: NS 1.4 Calculate given percentages of quantities and solve

problems involving discounts at sales, interest earned,

and tips

MA6: NS 2.0 Students calculate and solve problems involving

addition, subtraction, multiplication, and division:

MA6: NS 2.1 Solve problems involving addition, subtraction,

multi-plication, and division of positive fractions and explain

why a particular operation was used for a given

situation

MA6: NS 2.2 Explain the meaning of multiplication and division of

positive fractions and perform the calculations

(e.g., 85 15 16 5 8 16 15 2 3 )

MA6: NS 2.3 Solve addition, subtraction, multiplication, and

divi-sion problems, including those arising in concrete

situations, that use positive and negative integers and

combinations of these operations

MA6: NS 2.4 Determine the least common multiple and the

great-est common divisor of whole numbers; use them to

solve problems with fractions (e.g., to find a common

denominator to add two fractions or to find the

reduced form for a fraction)

Algebra and Functions

MA6: AF 1.0 Students write verbal expressions and sentences

as algebraic expressions and equations; they evaluate algebraic

expressions, solve simple linear equations, and graph and interpret

their results:

MA6: AF 1.3 Apply algebraic order of operations and the

commuta-tive, associacommuta-tive, and distributive properties to evalu-ate expressions; and justify each step in the process

MA6: AF 1.4 Solve problems manually by using the correct order of

operations or by using a scientific calculator

MA6: AF 2.0 Students analyze and use tables, graphs, and rules to solve problems involving rates and proportions:

MA6: AF 2.1 Convert one unit of measurement to another (e.g.,

from feet to miles, from centimeters to inches)

MA6: AF 2.2 Demonstrate an understanding that rate is a

measure of one quantity per unit value of another quantity

MA6: AF 2.3 Solve problems involving rates, average speed,

dis-tance, and time

MA6: AF 3.0 Students investigate geometric patterns and describe them algebraically:

MA6: AF 3.1 Use variables in expressions describing geometric

quantities (e.g., P 2w 2l, A 1 2 bh, C d the formulas for the perimeter of a rectangle, the area of a triangle, and the circumference of a circle, respectively)

MA6: AF 3.2 Express in symbolic form simple relationships arising

from geometry

Measurement and Geometry

MA6: MG 1.0 Students deepen their understanding of the measure-ment of plane and solid shapes and use this understanding to solve problems:

MA6: MG 1.1 Understand the concept of a constant such as ;

know the formulas for the circumference and area

of a circle

MA6: MG 1.2 Know common estimates of (3.14; 22 7 ) and use these

values to estimate and calculate the circumference and the area of circles; compare with actual measurements

MA6: MG 1.3 Know and use the formulas for the volume of

trian-gular prisms and cylinders (area of base height); compare these formulas and explain the similarity between them and the formula for the volume of a rectangular solid

MA6: MG 2.0 Students identify and describe the properties of two-dimensional figures:

MA6: MG 2.1 Identify angles as vertical, adjacent, complementary,

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equal sides but no right angles, a right isosceles

triangle)

Statistics, Data Analysis, and Probability

MA6: SP 1.0 Students compute and analyze statistical

measure-ments for data sets:

MA6: SP 1.1 Compute the range, mean, median, and mode of data

sets

MA6: SP 1.2 Understand how additional data added to data sets

may affect these computations of measures of central

tendency

MA6: SP 1.3 Understand how the inclusion or exclusion of outliers

affects measures of central tendency

MA6: SP 1.4 Know why a specific measure of central tendency

(mean, median, mode) provides the most useful

infor-mation in a given context

MA6: SP 2.0 Students use data samples of a population and

describe the characteristics and limitations of the samples:

MA6: SP 2.1 Compare different samples of a population with the

data from the entire population and identify a

situa-tion in which it makes sense to use a sample

MA6: SP 2.2 Identify different ways of selecting a sample (e.g.,

convenience sampling, responses to a survey, random

sampling) and which method makes a sample more

representative for a population

MA6: SP 2.3 Analyze data displays and explain why the way in

which the question was asked might have influenced

the results obtained and why the way in which the

results were displayed might have influenced the

con-clusions reached

MA6: SP 2.4 Identify data that represent sampling errors and

explain why the sample (and the display) might be

biased

MA6: SP 2.5 Identify claims based on statistical data and, in simple

cases, evaluate the validity of the claims

MA6: SP 3.0 Students determine theoretical and

experimen-tal probabilities and use these to make predictions about

events:

MA6: SP 3.1 Represent all possible outcomes for compound events

in an organized way (e.g., tables, grids, tree diagrams)

and express the theoretical probability of each

outcome

MA6: SP 3.2 Use data to estimate the probability of future events

(e.g., batting averages or number of accidents per mile

driven)

MA6: SP 3.3 Represent probabilities as ratios, proportions, decimals

between 0 and 1, and percentages between 0 and 100

and verify that the probabilities computed are

reason-able; know that if P is the probability of an event,

1  P is the probability of an event not occurring.

probabilities and that the probability of one event fol-lowing another, in independent trials, is the product of the two probabilities

MA6: SP 3.5 Understand the difference between independent and

dependent events

Mathematical Reasoning

MA6: MR 1.0 Students make decisions about how to approach problems:

MA6: MR 1.1 Analyze problems by identifying relationships,

distin-guishing relevant from irrelevant information, identify-ing missidentify-ing information, sequencidentify-ing and prioritizidentify-ing information, and observing patterns

MA6: MR 1.2 Formulate and justify mathematical conjectures based

on a general description of the mathematical question

or problem posed

MA6: MR 1.3 Determine when and how to break a problem into

sim-pler parts

MA6: MR 2.0 Students use strategies, skills, and concepts in finding solutions:

MA6: MR 2.1 Use estimation to verify the reasonableness of

calcu-lated results

MA6: MR 2.2 Apply strategies and results from simpler problems to

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