Delaware State Standards for Science: Grade 6
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DE.1. Nature and Application of Science and Technology
1.1. Enduring Understandings: Scientific inquiry involves asking scientifically-oriented questions, collecting evidence, forming explanations, connecting explanations to scientific knowledge and theory, and communicating and justifying the explanation.
1.1.1.
Frame and refine questions that can be investigated scientifically, and generate testable hypotheses.
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Standard 1.1.1.
1.1.2.
Design and conduct investigations with controlled variables to test hypotheses.
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Standard 1.1.2.
1.1.3.
Accurately collect data through the selection and use of tools and techniques appropriate to the investigation. Construct tables, diagrams and graphs, showing relationships between two variables, to display and facilitate analysis of data. Compare and question results with and from other students.
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Standard 1.1.3.
1.1.4.
Form explanations based on accurate and logical analysis of evidence. Revise the explanation using alternative descriptions, predictions, models and knowledge from other sources as well as results of further investigation.
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Standard 1.1.4.
1.1.5.
Communicate scientific procedures, data, and explanations to enable the replication of results. Use computer technology to assist in communicating these results. Critical review is important in the analysis of these results.
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Standard 1.1.5.
1.1.6.
Use mathematics, reading, writing, and technology in conducting scientific inquiries.
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Standard 1.1.6.
1.1.7.
Relate that electrical energy carried by charges in a circuit is transferred to devices in the circuit and is usually changed into (transformed) different kinds of energy by these devices (e.g., light bulbs change electrical energy into light and heat energy, motors turn the electrical energy into energy of motion). Trace the flow of energy from electrical energy to other forms of energy, such as light. Express whether energy was transferred, transformed or both.
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Standard 1.1.7.
1.1.8.
Construct both series and parallel circuits to investigate and describe how multiple devices in series or parallel (bulbs, motors) perform (dim versus bright, fast versus slow). Describe how the way the devices are connected affects the functioning (i.e., dim versus bright) of the device and relate this to how much electrical energy is received.
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Science State
Standard 1.1.8.
1.1.9.
Conduct investigations on a moving object and make measurements of time and distance traveled and determine the average speed of moving objects.
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Standard 1.1.9.
1.1.10.
Graph and interpret time versus distance graphs for constant speed. Use the graphs to describe how the position of an object changes in a time interval.
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Science State
Standard 1.1.10.
1.1.11.
Describe how the speed of an object depends on the distance traveled and the travel time. Explain how the motion of an object can be described by its position, speed, and direction of motion.
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Science State
Standard 1.1.11.
1.1.12.
Give examples of objects at rest, and identify the forces that act on an object while it remains at rest (gravity, supportive forces, friction, other pushing or pulling forces). Explain that if the object is not moving, it must have at least two forces acting on it that are balanced.
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Science State
Standard 1.1.12.
1.1.13.
Give examples of moving objects and identify the forces that act on these objects. Select examples where only one force acts on the object and examples where two or more forces act on the object. Explain that unbalanced forces acting on an object will change its speed, direction of motion or both.
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Standard 1.1.13.
1.1.14.
Conduct investigations to describe how the relative directions of forces simultaneously acting on an object (reinforce or cancel each other) will determine how strongly the combination of these forces influences the motion of the object.
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Standard 1.1.14.
1.1.15.
Conduct investigations and describe how a force can be directed to increase the speed of an object, decrease the speed of the object or change the direction in which the object moves.
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Science State
Standard 1.1.15.
1.1.16.
Conduct investigations using simple machines to demonstrate how forces transfer energy. Explain that simple machine may change the direction of an applied force (directional advantage) or the size of the force that is applied (mechanical advantage) but that the amount of energy transferred by the simple machine is equal to the amount of energy transferred to the simple machine.
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Standard 1.1.16.
1.1.17.
Explain that the transfer of energy from one object to another is caused by the exertion of a force. Use the size of the force and the distance over which the force acts to compare how much energy is transferred into a simple machine to how much energy is transferred out of a simple machine.
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Science State
Standard 1.1.17.
1.1.18.
Design a device that relies on the directional and/or mechanical advantage of a simple machine to perform a task (e.g., lift a weight, move a heavy object). Identify the forces and motions involved, the source of the energy used to complete the task, and how the energy is used by the simple machine.
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Standard 1.1.18.
1.1.19.
Show how electrical energy carried by currents in wires can be used to create magnetic fields. Demonstrate how these fields exert magnetic forces on permanent magnets. Explain how these magnetic forces in electric motors are used to change the electrical energy into the energy of motion.
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Science State
Standard 1.1.19.
1.1.20.
Use appropriate instruments and tools to identify the sedimentary rocks limestone, shale, and sandstone. Infer the environmental conditions in which these rocks formed.
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Standard 1.1.20.
1.1.21.
Examine sedimentary rock formations. Use relative dating and fossil evidence to correlate sedimentary rock sequences. Infer the succession of environmental events that occurred from one rock sequence to another (transgression or regression of the seas).
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Standard 1.1.21.
1.1.22.
Use the correlated sedimentary rock sequences to support Earth's geologic time scale.
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Science State
Standard 1.1.22.
1.1.23.
Investigate and describe how factors such as abrasion, frost/ice wedging, temperature changes, and plant growth cause physical weathering of rocks. Infer the environment in which the sedimentary particles were formed based on the results of weathering.
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Science State
Standard 1.1.23.
1.1.24.
Investigate how weathered materials are transported (i.e., mass movement and wind, water, and ice processes) in the process of erosion. Explain how erosion shapes rock particles.
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Standard 1.1.24.
1.1.25.
Describe the process by which eroded materials can form horizontal layers of sedimentary rock.
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Standard 1.1.25.
1.1.26.
Label and describe the functions of the basic parts of the circulatory system including the heart, arteries, veins and capillaries.
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Standard 1.1.26.
1.1.27.
Label and describe the functions of the basic parts of the male and female reproductive systems.
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Standard 1.1.27.
1.1.28.
Label and describe the functions of the basic parts of the respiratory system including the trachea, bronchi and lungs.
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Standard 1.1.28.
1.1.29.
Label and describe the functions of the basic parts of the digestive tract including the mouth, esophagus, stomach, small intestine, liver, large intestine (colon), rectum and anus.
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Standard 1.1.29.
1.1.30.
Conduct simple investigations (how the body reacts to exercise, changes in temperature, etc.) to determine how the systems in the human organism respond to various external stimuli to maintain stable internal conditions.
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Standard 1.1.30.
1.1.31.
Recognize that fossils indicate that many organisms that lived long ago are extinct. Use index fossils to determine the relative age of rock sequences, and environmental conditions at the time of formation. Recognize, through fossil evidence, that some species can be traced back in geologic time.
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Standard 1.1.31.
1.2. Enduring Understanding: The development of technology and advancement in science influence and drive each other forward.
1.2.1.
Compare the differences in power usage in different electrical devices/appliances. Discuss which devices/appliances (i.e., washer, dryer, refrigerator, electric furnace) are manufactured to require less energy. Select one device/appliance, research different brands and their energy usage, determine which would be the better buy, and report on the findings.
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Standard 1.2.1.
1.2.2.
Use knowledge of human body systems to synthesize research data and make informed decisions regarding personal and public health.
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Standard 1.2.2.
1.2.3.
Research and report on how body systems are affected by lifestyle choices such as diet or exercise (for example lack of exercise leads to cardiovascular disease).
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Standard 1.2.3.
1.3. Enduring Understanding: Understanding past processes and contributions is essential in building scientific knowledge.
DE.2. Materials and Their Properties
2.1. Enduring Understanding: The structures of materials determine their properties.
2.2. Enduring Understanding: The properties of the mixture are based on the properties of its components.
2.3. Enduring Understanding: When materials interact within a closed system, the total mass of the system remains the same.
2.4. Enduring Understanding: People develop new materials as a response to the needs of society and the pursuit of knowledge. This development may have risks and benefits to humans and the environment.
DE.3. Energy and Its Effects
3.1. Enduring Understanding: Energy takes many forms. These forms can be grouped into types of energy that are associated with the motion of mass (kinetic energy) and types of energy associated with the position of mass and energy fields (potential energy).
3.1.1.
List, as basic forms of energy, light, heat, sound, electrical, and energy of motion.
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Standard 3.1.1.
3.1.2.
Explain that electrical energy is a form of energy that is transferred through circuits to devices that are designed to make use of this form of energy (e.g., lamps, fans, computers, etc.).
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Standard 3.1.2.
3.2. Enduring Understanding: Changes take place because of the transfer of energy. Energy is transferred to matter through the action of forces. Different forces are responsible for the different forms of energy.
3.2.1.
Describe the role of electrical charge in circuits by using a model of electrical circuits.
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Standard 3.2.1.
3.2.2.
Relate that electrical energy carried by charges in a circuit is transferred to devices in the circuit and is usually changed into (transformed) different kinds of energy by these devices (e.g., light bulbs change electrical energy into light and heat energy, motors turn the electrical energy into energy of motion). Trace the flow of energy from electrical energy to other forms of energy, such as light. Express whether energy was transferred, transformed or both.
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Suggested Titles for Delaware
Science State
Standard 3.2.2.
3.2.3.
Construct both series and parallel circuits to investigate and describe how multiple devices in series or parallel (bulbs, motors) perform (dim versus bright, fast versus slow). Describe how the way the devices are connected affects the functioning (i.e., dim versus bright) of the device, and relate this to how much electrical energy is received.
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Suggested Titles for Delaware
Science State
Standard 3.2.3.
3.2.4.
Conduct investigations on a moving object and make measurements of time and distance traveled and determine the average speed of moving objects.
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Science State
Standard 3.2.4.
3.2.5.
Graph and interpret distance versus time graphs for constant speed. Use the graphs to describe how the position of an object changes in a time interval.
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Suggested Titles for Delaware
Science State
Standard 3.2.5.
3.2.6.
Describe how the speed of an object depends on the distance traveled and the travel time. Explain how the motion of an object can be described by its position, speed, and direction of motion.
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Suggested Titles for Delaware
Science State
Standard 3.2.6.
3.2.7.
Explain that the earth will pull on all objects with a force called gravity that is directed inward toward the center of the Earth.
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Science State
Standard 3.2.7.
3.2.8.
Give examples of objects at rest, and identify the forces that act on an object while it remains at rest (gravity, supportive forces, friction, other pushing or pulling forces). Explain that if the object is not moving, it must have at least two forces acting on it that are balanced.
5
Suggested Titles for Delaware
Science State
Standard 3.2.8.
3.2.9.
Give examples of moving objects and identify the forces that act on these objects. Select examples where only one force acts on the object and examples where two or more forces act on the object. Explain that unbalanced forces acting on an object will change its speed, direction of motion, or both.
5
Suggested Titles for Delaware
Science State
Standard 3.2.9.
3.2.10.
Conduct investigations to describe how the relative directions of forces simultaneously acting on an object (reinforce or cancel each other) will determine how strongly the combination of these forces influences the motion of the object.
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Suggested Titles for Delaware
Science State
Standard 3.2.10.
3.2.11.
Conduct investigations and describe how a force can be directed to increase the speed of an object, decrease the speed of the object or change the direction in which the object moves.
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Suggested Titles for Delaware
Science State
Standard 3.2.11.
3.2.12.
Explain that an object that feels the effects of balanced forces may be at rest or may be moving in a straight line with a speed that does not change.
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Suggested Titles for Delaware
Science State
Standard 3.2.12.
3.2.13.
Conduct investigations using simple machines to demonstrate how forces transfer energy. Explain that simple machine may change the direction of an applied force (directional advantage) or the size of the force that is applied (mechanical advantage) but that the amount of energy transferred by the simple machine is equal to the amount of energy transferred to the simple machine.
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Suggested Titles for Delaware
Science State
Standard 3.2.13.
3.2.14.
Explain that the transfer of energy from one object to another is caused by the exertion of a force.
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Suggested Titles for Delaware
Science State
Standard 3.2.14.
3.2.15.
Use the size of the force and the distance over which the force acts to compare how much energy is transferred into a simple machine to how much energy is transferred out of a simple machine.
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Suggested Titles for Delaware
Science State
Standard 3.2.15.
3.2.16.
Design a device that relies on the directional and/or mechanical advantage of a simple machine to perform a task (e.g., lift a weight, move a heavy object). Identify the forces and motions involved, the source of the energy used to complete the task, and how the energy is used by the simple machine.
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Science State
Standard 3.2.16.
3.3. Enduring Understanding: Energy readily transforms from one form to another, but these transformations are not always reversible. The details of these transformations depend upon the initial form of the energy and the properties of the materials involved. Energy may transfer into or out of a system and it may change forms, but the total energy cannot change.
3.3.1.
Show how electrical energy carried by currents in wires can be used to create magnetic fields. Demonstrate how these fields exert magnetic forces on permanent magnets
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Suggested Titles for Delaware
Science State
Standard 3.3.1.
3.3.2.
Explain how these magnetic forces in electric motors are used to change the electrical energy into the energy of motion.
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Suggested Titles for Delaware
Science State
Standard 3.3.2.
3.4. Enduring Understanding: People utilize a variety of resources to meet the basic and specific needs of life. Some of these resources cannot be replaced. Other resources can be replenished or exist in such vast quantities they are in no danger of becoming depleted. Often the energy stored in resources must be transformed into more useful forms and transported over great distances before it can be helpful to us.
3.4.1.
Compare the differences in power usage in different electrical devices/appliances. Discuss which devices/appliances (i.e., washer, dryer, refrigerator, electric furnace) are manufactured to require less energy.
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Suggested Titles for Delaware
Science State
Standard 3.4.1.
3.4.2.
Select one device/appliance, research different brands and their energy usage, determine which would be the better buy, and report on the findings.
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Science State
Standard 3.4.2.
DE.4. Earth in Space
4.1. Enduring Understanding: Observable, predictable patterns of movement in the Sun, Earth, Moon system occur because of gravitational interaction and energy from the Sun.
4.2. Enduring Understanding: All objects in the Solar System orbit the Sun and have distinctive physical characteristics and orderly motion.
4.3. Enduring Understanding: Technology expands our knowledge of the Solar System.
DE.5. Earth's Dynamic Systems
5.1. Enduring Understanding: Earth's systems can be broken down into individual components which have observable measurable properties.
5.1.1.
Use appropriate instruments and tools to identify the sedimentary rocks: limestone, shale, and sandstone. Infer the environmental conditions in which these rocks formed.
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Suggested Titles for Delaware
Science State
Standard 5.1.1.
5.1.2.
Examine sedimentary rock formations. Use relative dating and fossil evidence to correlate sedimentary rock sequences. Infer the succession of environmental events that occurred from one rock sequence to another (transgression or regression of the seas). Use the correlated sedimentary rock sequences to support Earth's geologic time scale.
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Science State
Standard 5.1.2.
5.2. Enduring Understanding: Earth's components form systems. These systems continually interact at different rates of time, affecting the Earth locally and globally.
5.2.1.
Investigate and describe how factors such as abrasion, frost/ice wedging, temperature changes, and plant growth cause physical weathering of rocks. Infer the environment in which the sedimentary particles were formed based on the results of weathering.
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Suggested Titles for Delaware
Science State
Standard 5.2.1.
5.2.2.
Investigate how weathered materials are transported (i.e., mass movement and wind, water, and ice processes) in the process of erosion. Explain how erosion shapes rock particles.
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Science State
Standard 5.2.2.
5.2.3.
Describe the process by which eroded materials can form horizontal layers of sedimentary rock.
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Science State
Standard 5.2.3.
5.2.4.
Explain how sedimentary rocks are formed through the processes of weathering, erosion, and deposition.
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Science State
Standard 5.2.4.
5.2.5.
Cite three lines of evidence such as the fit of coastlines, the similarity of rock type and contiguousness of bedding areas, and similarity of fossilized remains that indicate that the continents were once a large land mass.
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Standard 5.2.5.
5.3. Enduring Understanding: Technology enables us to better understand Earth's systems. It also allows us to analyze the impact of human activities on Earth's systems and the impact of Earth's systems on human activity.
DE.6. Life Processes
6.1. Enduring Understanding: Living systems, from the organismic to the cellular level, demonstrate the complementary nature of structure and function.
6.1.1.
Explain that human body systems are comprised of organs (e.g., the heart, the stomach, and the lungs) that perform specific functions within one or more systems.
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Science State
Standard 6.1.1.
6.1.2.
Label and describe the functions of the basic parts of the circulatory system including the heart, arteries, veins and capillaries.
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Suggested Titles for Delaware
Science State
Standard 6.1.2.
6.1.3.
Label and describe the functions of the basic parts of the male and female reproductive systems.
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Science State
Standard 6.1.3.
6.1.4.
Label and describe the functions of the basic parts of the respiratory system including the trachea, bronchi and lungs.
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Suggested Titles for Delaware
Science State
Standard 6.1.4.
6.1.5.
Label and describe the functions of the basic parts of the digestive tract including the mouth, esophagus, stomach, small intestine, liver, large intestine (colon), rectum and anus.
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Suggested Titles for Delaware
Science State
Standard 6.1.5.
6.1.6.
Express how the human circulatory, respiratory, and digestive systems work together to carry out life processes.
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Science State
Standard 6.1.6.
6.2. Enduring Understanding: All organisms transfer matter and convert energy from one form to another. Both matter and energy are necessary to build and maintain structures within the organism.
6.2.1.
Trace how the circulatory, respiratory, and digestive systems interact to transport the food and oxygen required to provide energy for life processes.
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Suggested Titles for Delaware
Science State
Standard 6.2.1.
6.3. Enduring Understanding: Organisms respond to internal and external cues, which allow them to survive.
6.3.1.
Conduct simple investigations (how the body reacts to exercise, changes in temperature, etc.) to determine how the systems in the human organism respond to various external stimuli to maintain stable internal conditions.
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Suggested Titles for Delaware
Science State
Standard 6.3.1.
6.4. Enduring Understanding: The life processes of organisms are affected by their interactions with each other and their environment, and may be altered by human manipulation.
6.4.1.
Use knowledge of human body systems to synthesize research data and make informed decisions regarding personal and public health.
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Suggested Titles for Delaware
Science State
Standard 6.4.1.
6.4.2.
Research and report on how body systems are affected by lifestyle choices such as diet or exercise, for example lack of exercise leads to cardiovascular disease.
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Suggested Titles for Delaware
Science State
Standard 6.4.2.
DE.7. Diversity and Continuity of Living Things
7.1. Enduring Understanding: Organisms reproduce, develop, have predictable life cycles, and pass on heritable traits to their offspring.
7.2. Enduring Understanding: The diversity and changing of life forms over many generations is the result of natural selection, in which organisms with adaptive traits survive, reproduce, and pass those traits to offspring.
7.2.1.
Recognize that fossils indicate that many organisms that lived long ago are extinct. Use index fossils to determine the relative age of rock sequences, and environmental conditions at the time of formation.
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Science State
Standard 7.2.1.
7.2.2.
Recognize, through fossil evidence, that some species can be traced back in geologic time.
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Science State
Standard 7.2.2.