Maryland State Standards for Science: Grade 6

MD.1.0. Skills and Processes: Students will demonstrate the thinking and acting inherent in the practice of science.

1.A.1. Constructing Knowledge: Design, analyze, or carry out simple investigations and formulate appropriate conclusions based on data obtained or provided.

1.A.1.a. Explain that scientists differ greatly in what phenomena they study and how they go about their work. 9
Suggested Titles for Maryland Science State Standard 1.A.1.a.

1.A.1.b. Develop the ability to clarify questions and direct them toward objects and phenomena that can be described, explained, or predicted by scientific investigations. 12
Suggested Titles for Maryland Science State Standard 1.A.1.b.

1.A.1.c. Explain and provide examples that all hypotheses are valuable, even if they turn out not to be true, if they lead to fruitful investigations. 3
Suggested Titles for Maryland Science State Standard 1.A.1.c.

1.A.1.d. Locate information in reference books, back issues of newspapers, magazines and compact disks, and computer databases. 15
Suggested Titles for Maryland Science State Standard 1.A.1.d.

1.A.1.e. Explain that if more than one variable changes at the same time in an investigation, the outcome of the investigation may not be clearly attributable to any one of the variables. 12
Suggested Titles for Maryland Science State Standard 1.A.1.e.

1.A.1.f. Give examples of when further studies of the question being investigated may be necessary. 3
Suggested Titles for Maryland Science State Standard 1.A.1.f.

1.A.1.g. Give reasons for the importance of waiting until an investigation has been repeated many times before accepting the results as correct. 3
Suggested Titles for Maryland Science State Standard 1.A.1.g.

1.A.1.h. Use mathematics to interpret and communicate data. 12
Suggested Titles for Maryland Science State Standard 1.A.1.h.

1.A.1.i. Explain why accurate recordkeeping, openness, and replication are essential for maintaining an investigator's credibility with other scientists and society. 12
Suggested Titles for Maryland Science State Standard 1.A.1.i.

1.B.1. Applying Evidence and Reasoning: Review data from a simple experiment, summarize the data, and construct a logical argument about the cause-and-effect relationships in the experiment.

1.B.1.a. Verify the idea that there is no fixed set of steps all scientists follow, scientific investigations usually involve the collection of relevant evidence, the use of logical reasoning, and the application of imagination in devising hypotheses and explanations to make sense of the collected evidence. 12
Suggested Titles for Maryland Science State Standard 1.B.1.a.

1.B.1.b. Explain that what people expect to observe often affects what they actually do observe and that scientists know about this danger to objectivity and take steps to try to avoid it when designing investigations and examining data. 12
Suggested Titles for Maryland Science State Standard 1.B.1.b.

1.B.1.c. Explain that even though different explanations are given for the same evidence, it is not always possible to tell which one is correct. 12
Suggested Titles for Maryland Science State Standard 1.B.1.c.

1.B.1.d. Describe the reasoning that lead to the interpretation of data and conclusions drawn. 21
Suggested Titles for Maryland Science State Standard 1.B.1.d.

1.B.1.e. Question claims based on vague statements or on statements made by people outside their area of expertise. 12
Suggested Titles for Maryland Science State Standard 1.B.1.e.

1.C.1. Communicating Scientific Information: Develop explanations that explicitly link data from investigations conducted, selected readings and, when appropriate, contributions from historical discoveries.

1.C.1.a. Organize and present data in tables and graphs and identify relationships they reveal. 14
Suggested Titles for Maryland Science State Standard 1.C.1.a.

1.C.1.b. Interpret tables and graphs produced by others and describe in words the relationships they show. 8
Suggested Titles for Maryland Science State Standard 1.C.1.b.

1.C.1.c. Give examples of how scientific knowledge is subject to modification as new information challenges prevailing theories and as a new theory leads to looking at old observations in a new way. 11
Suggested Titles for Maryland Science State Standard 1.C.1.c.

1.C.1.d. Criticize the reasoning in arguments in which: Fact and opinion are intermingled: Conclusions do not follow logically from the evidence given; Existence of control groups and the relationship to experimental groups is not made obvious; Samples are too small, biased, or not representative. 12
Suggested Titles for Maryland Science State Standard 1.C.1.d.

1.C.1.e. Explain how different models can be used to represent the same thing. What kind of a model to use and how complex it should be depend on its purpose. Choosing a useful model is one of the instances in which intuition and creativity come into play in science, mathematics, and engineering 12
Suggested Titles for Maryland Science State Standard 1.C.1.e.

1.C.1.f. Participate in group discussions on scientific topics by restating or summarizing accurately what others have said, asking for clarification or elaboration, and expressing alternative positions. 13
Suggested Titles for Maryland Science State Standard 1.C.1.f.

1.C.1.g. Recognize that important contributions to the advancement of science, mathematics, and technology have been made by different kinds of people, in different cultures, at different times. 13
Suggested Titles for Maryland Science State Standard 1.C.1.g.

1.D.1. Technology: Explain that complex systems require control mechanisms.

1.D.1.a. Explain that the choice of materials for a job depends on their properties and on how they interact with other materials. 6
Suggested Titles for Maryland Science State Standard 1.D.1.a.

1.D.1.b. Demonstrate that all control systems have inputs, outputs, and feedback. 8
Suggested Titles for Maryland Science State Standard 1.D.1.b.

1.D.1.c. Realize that design usually requires taking constraints into account. (Some constraints, such as gravity or the properties of the materials to be used, are unavoidable. Other constraints, including economic, political, social, ethical, and aesthetic ones also limit choices.) 8
Suggested Titles for Maryland Science State Standard 1.D.1.c.

1.D.1.d. Identify reasons that systems fail-they have faulty or poorly matched parts, are used in ways that exceed what was intended by the design, or were poorly designed to begin with. 8
Suggested Titles for Maryland Science State Standard 1.D.1.d.

1.D.2. Technology: Analyze, design, assemble and troubleshoot complex systems.

1.D.2.a. Provide evidence that a system can include processes as well as things. 16
Suggested Titles for Maryland Science State Standard 1.D.2.a.

1.D.2.b. Explain that thinking about things as systems means looking for how every part relates to others. (The output from one part of a system (which can include material, energy, or information) can become the input to other parts. Such feedback can serve to control what goes on in the system as a whole.) 14
Suggested Titles for Maryland Science State Standard 1.D.2.b.

1.D.2.c. Analyze any system to determine its connection, both internally and externally to other systems and explain that a system may be thought of as containing subsystems and as being a subsystem of a larger system. 14
Suggested Titles for Maryland Science State Standard 1.D.2.c.

1.D.3. Technology: Analyze the value and the limitations of different types of models in explaining real things and processes.

1.D.3.a. Explain that the kind of model to use and how complex it should be depends on its purpose and that it is possible to have different models used to represent the same thing. 25
Suggested Titles for Maryland Science State Standard 1.D.3.a.

1.D.3.b. Explain, using examples that models are often used to think about processes that happen too slowly, too quickly, or on too small a scale to observe directly, or that are too vast to be changed deliberately, or that are potentially dangerous. 25
Suggested Titles for Maryland Science State Standard 1.D.3.b.

1.D.3.c. Explain that models may sometimes mislead by suggesting characteristics that are not really shared with what is being modeled. 25
Suggested Titles for Maryland Science State Standard 1.D.3.c.

MD.2.0. Earth/Space Science: Students will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfer of energy) of the environment, Earth, and the universe that occur over time.

2.A.2. Materials and Processes That Shape A Planet: Cite evidence to demonstrate and explain that physical weathering and chemical weathering cause changes to Earth materials.

2.A.2.a. Identify examples of physical weathering, such as the effect of wind, ice, etc. and describe the changes caused in each. 38
Suggested Titles for Maryland Science State Standard 2.A.2.a.

2.A.2.b. Describe the changes in materials caused by each of the chemical weathering processes listed: Rusting/tarnishing; Dissolving by acid rain. 10
Suggested Titles for Maryland Science State Standard 2.A.2.b.

2.A.2.c. Compare physical and chemical weathering and provide examples if changes caused in Earth materials or features by each of these processes. 12
Suggested Titles for Maryland Science State Standard 2.A.2.c.

2.A.4. Materials and Processes That Shape A Planet: Differentiate among sedimentary, igneous, and metamorphic rocks based upon the processes by which they are formed.

2.A.4.a. Identify and describe the processes that form sedimentary rock: Deposition; Compaction; Cementation. 4
Suggested Titles for Maryland Science State Standard 2.A.4.a.

2.A.4.b. Identify and describe the processes that form igneous rocks: Volcanic eruptions; Igneous intrusions. 3
Suggested Titles for Maryland Science State Standard 2.A.4.b.

2.A.4.c. Identify and describe the processes that form metamorphic rocks: High Temperature; Pressure. 4
Suggested Titles for Maryland Science State Standard 2.A.4.c.

2.A.4.d. Cite features that can be used as evidence to distinguish among the three types of rocks and relate these features to the processes that form each rock type. 7
Suggested Titles for Maryland Science State Standard 2.A.4.d.

2.A.4.e. Describe the processes that change one form of rock into another (rock cycle). 7
Suggested Titles for Maryland Science State Standard 2.A.4.e.

2.C.1. Plate Tectonics: Recognize and describe the internal and external structure of the Earth.

2.C.1.a. Recognize and describe that the Earth's mantle: Lies between the core and the crust; Is very hot; Has properties of both solids and liquid. 1
Suggested Titles for Maryland Science State Standard 2.C.1.a.

2.C.1.b. Recognize and describe that the Earth's core: Is at the center of the Earth; Is very hot; Is dense and metallic. 1
Suggested Titles for Maryland Science State Standard 2.C.1.b.

2.C.1.c. Identify and describe the Earth's crust: The solid crust consists of separate plates; The plates constantly move at a slow pace in different directions; The plates interact with one another as a result of plate motion. 1
Suggested Titles for Maryland Science State Standard 2.C.1.c.

2.C.2. Plate Tectonics: Recognize and explain how major geologic events are a result of the movement of Earth's crustal plates.

2.C.2.a. Recognize and describe the evidence for plate movement: Shape of continents; Continuity of geologic features and fossils on the continents; Ocean rifts, seafloor spreading; Global patterns of earthquakes and volcanoes 13
Suggested Titles for Maryland Science State Standard 2.C.2.a.

2.C.2.b. Recognize and explain that major geologic events (earthquakes, volcanic activity, sea floor spreading) occur along crustal plate boundaries. 13
Suggested Titles for Maryland Science State Standard 2.C.2.b.

2.D.1. Astronomy: Recognize that objects of our solar system are interrelated.

2.D.1.a. Recognize that Earth and its closest star, the sun, are part of a disk-shape galaxy of stars and that our galaxy is one of billions of galaxies. 1
Suggested Titles for Maryland Science State Standard 2.D.1.a.

2.D.1.b. Construct models with accurate scale that represent the position of the Earth relative to the sun and to other planets. 15
Suggested Titles for Maryland Science State Standard 2.D.1.b.

2.D.1.c. Identify and describe the general pattern of movement of all objects in our solar system. 15
Suggested Titles for Maryland Science State Standard 2.D.1.c.

2.D.1.d. Recognize that the pull of gravity causes the pattern of motion of celestial objects. 8
Suggested Titles for Maryland Science State Standard 2.D.1.d.

MD.3.0. Life Science: The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time.

3.D.1. Evolution: Explain that in any particular environment, the growth and survival of organisms and species depend on the physical conditions.

3.D.1.a. Cite examples and describe that small differences between parents and offspring can accumulate (through selective breeding) in successive generations so that descendants are very different from their ancestors. 5
Suggested Titles for Maryland Science State Standard 3.D.1.a.

3.D.1.b. Explain that in all environments-freshwater, marine, forest, desert, grassland, mountain, and others-organisms with similar needs may compete with one another for resources, including food, space, water, air, and shelter. 6
Suggested Titles for Maryland Science State Standard 3.D.1.b.

3.D.1.c. Explain that in any particular environment individual organisms with certain traits are more likely than others to survive and have offspring. 3
Suggested Titles for Maryland Science State Standard 3.D.1.c.

3.D.1.d. Explain, with examples, ways that people control some characteristics of plants and animals they raise by selective breeding. 30
Suggested Titles for Maryland Science State Standard 3.D.1.d.

3.D.1.e. Describe ways in which changes in environmental conditions can affect the survival of individual organisms and entire species. 6
Suggested Titles for Maryland Science State Standard 3.D.1.e.

3.D.1.f. Describe how sediments of sand and smaller particles (sometimes containing the remains of organisms) are gradually buried and are cemented together by dissolved minerals to form solid rock; and describe that such fossils provide evidence for the long history of changing life forms whose remains are found in the rocks. 9
Suggested Titles for Maryland Science State Standard 3.D.1.f.

3.D.1.g. Explain that the more recently deposited rock layers are likely to contain fossils resembling existing species. 9
Suggested Titles for Maryland Science State Standard 3.D.1.g.

3.F.1. Ecology: Give reasons supporting the fact that the number of organisms an environment can support depends on the physical conditions and resources available.

3.F.1.a. Explain that populations increase or decrease relative to the availability of resources and the conditions of the environment. 6
Suggested Titles for Maryland Science State Standard 3.F.1.a.

3.F.1.b. Identify and describe factors that could limit populations within any environment, such as disease, introduction of a nonnative species, depletion of resources, etc. 4
Suggested Titles for Maryland Science State Standard 3.F.1.b.

3.F.1.c. Explain that within any environment organisms with similar needs may compete with one another for resources. 6
Suggested Titles for Maryland Science State Standard 3.F.1.c.

3.F.1.d. Cite examples to illustrate that competition is reduced when organisms use different sets of resources, such as birds in a forest eat different kinds and sizes of seeds. 6
Suggested Titles for Maryland Science State Standard 3.F.1.d.

MD.4.0. Chemistry: Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations.

4.C.1. States of Matter: Provide evidence and examples illustrating that many substances can exist as a solid, liquid, or gas depending on temperature.

4.C.1.a. Use evidence from investigations to describe the effect that adding heat energy to different types of matter has on the rate at which the matter changes from one state to another. 4
Suggested Titles for Maryland Science State Standard 4.C.1.a.

4.C.1.b. Based on data from investigations describe the effect that removing heat energy from different types of matter has on the rate at which the matter changes from one state to another. 4
Suggested Titles for Maryland Science State Standard 4.C.1.b.

4.C.1.c. Analyze data gathered and formulate a conclusion on the effects of temperature change on most substances. 4
Suggested Titles for Maryland Science State Standard 4.C.1.c.

4.D.1. Physical and Chemical Changes: Cite evidence to support the fact that some substances can be separated into the original substances from which they were made.

4.D.1.a. Investigate and identify ways to describe and classify mixtures using the observable and measurable properties of their components: Magnetism; Boiling Point; Solubility in water. 9
Suggested Titles for Maryland Science State Standard 4.D.1.a.

4.D.1.b. Based on data gathered, identify and describe various processes used to separate mixtures: Filtration; Evaporation; Paper Chromatography. 7
Suggested Titles for Maryland Science State Standard 4.D.1.b.

4.D.1.c. Use data gathered to provide a reasonable explanation for the idea that the mass of a mixture is equal to the sum of the masses of its components. 4
Suggested Titles for Maryland Science State Standard 4.D.1.c.

MD.5.0. Physics: Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur

5.C.2. Electricity and Magnetism: Cite evidence supporting that electrical energy can be produced from a variety of energy sources and can itself be transformed into almost any other form of energy.

5.C.2.a. Research and identify various energy sources and the energy transforming devices used to produce electrical energy: Wind (generators, wind mills); Sun (solar cells); Water (turbines); Fossil fuels (engines). 12
Suggested Titles for Maryland Science State Standard 5.C.2.a.

5.C.2.b. Cite examples that demonstrate the transformation of electrical energy into other forms of energy. 12
Suggested Titles for Maryland Science State Standard 5.C.2.b.

5.C.2.c. Investigate and describe that some materials allow the quick, convenient, and safe transfer of electricity (conductors), while others prevent the transfer of electricity (insulators). 12
Suggested Titles for Maryland Science State Standard 5.C.2.c.

5.C.2.d. Identify and describe the energy transformations in simple electric circuits. 7
Suggested Titles for Maryland Science State Standard 5.C.2.d.

5.C.3. Electricity and Magnetism: Identify and describe magnetic fields and their relationship to electric current.

5.C.3.a. Investigate and describe the magnetic fields surrounding various types of magnets using materials, such as iron filings and small compasses: A single bar magnet; Two bar magnets with like poles facing; Two bar magnets with opposite poles facing; A horseshoe magnet. 4
Suggested Titles for Maryland Science State Standard 5.C.3.a.

5.C.3.b. Investigate and explain ways to change the strength of a simple electromagnet by varying the number of coils wrapped, the amount of electricity in the wire, the number of batteries used, and whether or not an iron core is used. 5
Suggested Titles for Maryland Science State Standard 5.C.3.b.

5.C.3.c. Describe how the electromagnet demonstrates the relationship of magnetism and electricity and identify common devices that demonstrate application of this relationship: Electric motors (fans, hair dryers, can openers); Electrical generators (turbine). 5
Suggested Titles for Maryland Science State Standard 5.C.3.c.

5.C.3.d. Based on investigations describe that electricity moving through a wire produces a magnetic force on materials placed near the wire: Iron filings; Compasses. 7
Suggested Titles for Maryland Science State Standard 5.C.3.d.

5.D.1. Wave Interactions: Identify and describe the relationships among the various properties of waves.

5.D.1.a. Cite examples to show that waves transfer energy from one place to another: Light; Sound; Earthquake waves. 8
Suggested Titles for Maryland Science State Standard 5.D.1.a.

5.D.1.b. Measure and describe the wavelength, frequency, and amplitude of waves using: Water; Ropes; Springs. 4
Suggested Titles for Maryland Science State Standard 5.D.1.b.

5.D.1.c. Measure and describe the relationship between the frequency and the wavelength of a wave. 4
Suggested Titles for Maryland Science State Standard 5.D.1.c.

5.D.2. Wave Interactions: Provide evidence to demonstrate the relationship among the properties of waves using sound.

5.D.2.a. Investigate and describe that the pitch of sounds can be varied by changing the rate of vibration. 5
Suggested Titles for Maryland Science State Standard 5.D.2.a.

5.D.2.b. Identify and describe the relationship among frequency, wavelength, and pitch. 5
Suggested Titles for Maryland Science State Standard 5.D.2.b.

5.D.2.c. Observe and describe the relationship between amplitude and loudness. 5
Suggested Titles for Maryland Science State Standard 5.D.2.c.

5.D.2.d. Cite evidence that sound waves transfer energy using observation of sympathetic tuning forks, tuned guitar strings, etc. 5
Suggested Titles for Maryland Science State Standard 5.D.2.d.

5.D.3. Wave Interactions: Investigate and cite the rules that govern behaviors of light.

5.D.3.a. Based on data generalize the law of reflection. 5
Suggested Titles for Maryland Science State Standard 5.D.3.a.

5.D.3.b. Cite evidence from observations and research to support the fact that something can be 'seen' when light waves emitted or reflected by it enter the eye. 5
Suggested Titles for Maryland Science State Standard 5.D.3.b.

5.D.3.c. Based on observations predict the change in the direction (refraction) of light as it travels from one material to another. 5
Suggested Titles for Maryland Science State Standard 5.D.3.c.

5.D.3.d. Cite evidence that the amount of light energy absorbed or reflected depends on the color of the object illuminated. 5
Suggested Titles for Maryland Science State Standard 5.D.3.d.

MD.6.0. Environmental Science: Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective.

6.A.1. Natural Resources and Human Needs: Recognize and compare how different parts of the world have varying amounts and types of natural resources and how the use of those resources impacts environmental quality.

6.A.1.a. Identify and describe natural resources as: Land; Fossil Fuels; Forests; Water; Wind; Minerals; Wildlife. 29
Suggested Titles for Maryland Science State Standard 6.A.1.a.

6.A.1.b. Identify and describe the distribution of natural resources around the Earth 29
Suggested Titles for Maryland Science State Standard 6.A.1.b.

6.A.1.c. Identify and describe how the natural change processes may be affected by human activities: Agriculture; Beach Preservation; Mining; Development/construction; Stream/river alteration. 32
Suggested Titles for Maryland Science State Standard 6.A.1.c.

6.A.1.d. Identify and describe problems associated with obtaining, using, and distributing natural resources. 54
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6.A.1.e. Identify possible solutions to problems associated with obtaining, using, and distributing natural resources. 54
Suggested Titles for Maryland Science State Standard 6.A.1.e.

6.B.1. Environmental Issues: Recognize and explain that human-caused changes have consequences for Maryland's environment as well as for other places and future times.

6.B.1.a. Identify and describe a range of local issues that have an impact on people in other places. 37
Suggested Titles for Maryland Science State Standard 6.B.1.a.

6.B.1.b. Recognize and describe how environmental change in one part of the world can have consequences for other parts of the world. 32
Suggested Titles for Maryland Science State Standard 6.B.1.b.

6.B.1.c. Identify and describe that ecosystems can be impacted by human activities: Protection of the Chesapeake Bay watershed; Resource acquisition and use; Land use decisions (agriculture, mining, and development); Recycling; Use and disposal of toxic substances. 25
Suggested Titles for Maryland Science State Standard 6.B.1.c.