Alaska Content and Performance Standards

Alaska Content and Performance Standards for Sixth Grade Biology

AK.A1. Science as Inquiry and Process (SA1, SA2, SA3)

[6] SA1.1. The student demonstrates an understanding of the processes of science by asking questions, predicting, observing, describing, measuring, classifying, making generalizations, inferring and communicating.

The nature of scienceScience process skills include observing, classifying, estimating, measuring, inferring, predicting, creating graphs, and developing models. Identify Dependent and Controlled Variables: A dependent variable is the variable that is being observed during an experiment. A control variable is the part of an experiment that you do not make any changes to which you can use to compare the other parts of your experiment to. Read more...iWorksheets :3Study Guides :1

AK.B1. Concepts of Physical Science (SB1, SB2, SB3, SB4)

[6] SB1.1. The student demonstrates understanding of the structure and properties of matter by using models to represent matter as it changes from one state to another.

Solids, liquids and gases.Solid, liquid, and gas are all states of matter. The molecules in solids are tightly packed together. The molecules in liquids are not as close as those in solids; they have a little more room to move around. The molecules in gases are far apart. Gases can fill any size room or any size container. Read more...iWorksheets :3Study Guides :1Vocabulary :1

[6] SB2.1. The student demonstrates an understanding of how energy can be transformed, transferred, and conserved by recognizing that energy can exist in many forms (i.e., heat, light, chemical, electrical, mechanical).

Properties of matter and EnergyWhat is matter? Matter is anything that takes up space and has mass. Kinetic energy is energy that is happening now; it is energy in motion. Potential energy is energy that is waiting to happen; it is stored energy. How does heat get transferred: By conduction, by convection and by radiation. Read more...iWorksheets :3Study Guides :1Vocabulary :2

[6] SB3.1. The student demonstrates understanding of the interactions between matter and energy and the effects of these interactions on systems by recognizing that most substances can exist as a solid, liquid, or gas depending on temperature.

[6] SB4.2. The student demonstrates an understanding of motions, forces, their characteristics, relationships, and effects by stating that every object exerts gravitational force on every other object.

Newton's Laws of motionWhat is motion? Motion is the process of an object changing its place or its position. Motion is not speed. Speed is the rate an object changes position. Newton's law of motion. Read more...iWorksheets :4Study Guides :1Vocabulary :2

AK.C1. Concepts of Life Science (SC1, SC2, SC3)

[6] SC2.1. The student demonstrates an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms by using a dichotomous key to classify animals and plants into groups using external or internal features.

The 6 Kingdoms of LifeScientists classify plants and animals according to the structures and characteristics of each organism. They compare and contrast organisms, and those with similar structures and characteristics are grouped together. Read more...iWorksheets :4Study Guides :1Vocabulary :4

[6] SC2.2. The student demonstrates an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms by identifying basic behaviors (e.g., migration, communication, hibernation) used by organisms to meet the requirements of life.

Animal Diversity and AdaptationsFreeHere are some examples of the systems that animals and humans have in common: Integumentary system, Muscular system, Endocrine system, Nervous system, Circulatory system, Respiratory system, Digestive system, Excretory System, Reproductive system, Immune system, Skeletal System. Read more...iWorksheets :3Study Guides :1Vocabulary :5

[6] SC3.1. The student demonstrates an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy by recognizing that organisms can cause physical and chemical changes (e.g., digestion, growth, respiration, photosynthesis) to matter and recognizing the importance of energy transfer in these changes.

Roots, Stems and LeavesPlants have two different root systems: a Taproot and a Fibrous Root system. Leaves of a plant are made of plant organs and tissues. The top layer of leaf, which protects the leaf, is called its epidermis. Leaves have tiny openings underneath them called the stomata which let air and water in and out of the leaf. Read more...iWorksheets :4Study Guides :1Vocabulary :3

[6] SC3.2. The student demonstrates an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy by organizing a food web using familiar plants and animals.

Interactions among living thingsAn important and essential interaction among living things involves the flow of energy within an environment. All living organisms need energy to survive! Energy moves through an environment through food chains and food webs. Read more...iWorksheets :3Study Guides :1Vocabulary :3

AK.D1. Concepts of Earth Science (SD1, SD2, SD3, SD4)

[6] SD1.1. The student demonstrates an understanding of geochemical cycles by exploring the rock cycle and its relationship to igneous, metamorphic, and sedimentary rocks. (L)

Landforms, Rocks and soilLandsforms are features that make up the Earth's surface. They include mountains, plateaus, canyons, deltas, hills, valleys, and more... The Rock cycle, Volcanoes. How do Earthquakes happen? Read more...iWorksheets :4Study Guides :1Vocabulary :4

Minerals of Earth's crustMinerals are solid elements formed naturally in the Earth’s surface. Every mineral has a unique chemical composition – a mix of the chemicals that formed it. Rocks are made up of minerals, sometimes more than one kind of mineral! Read more...iWorksheets :3Study Guides :1Vocabulary :2

[6] SD1.2. The student demonstrates an understanding of geochemical cycles by identifying the physical properties of water within the stages of the water cycle.

Earth's freshwater and atmospherePlanet Earth (the planet on which we happen to live) spins on an imaginary line called an axis. One spin around on its axis is called a revolution. As the earth rotates, the areas facing the Sun slowly change, and that means the time of day and the temperatures change.The sun is the main energy supply for the water cycle. Read more...iWorksheets :4Study Guides :1Vocabulary :4

[6] SD2.1. The student demonstrates an understanding of the forces that shape Earth by describing the formation and composition (i.e., sand, silt, clay, organics) of soils.

[6] SD2.3. The student demonstrates an understanding of the forces that shape Earth by describing how the surface can change rapidly as a result of geological activities (i.e., earthquakes, tsunamis, volcanoes, floods, landslides, avalanches).

[6] SD3.1. The student demonstrates an understanding of cycles influenced by energy from the sun and by Earth’s position and motion in our solar system by connecting the water cycle to weather phenomena.

[6] SD4.1. The student demonstrates an understanding of the theories regarding the origin and evolution of the universe by contrasting characteristics of planets and stars. (i.e., light reflecting, light emitting, orbiting, orbited, composition.)

The solar systemAll planets in our solar system rotate and they all revolve around the Sun. Inner planets: Mercury, Venus, Earth. Outer planets: Jupiter, Saturn, Uranus, Neptune. Comets are made of ice and rock. They have four parts: a nucleus which is the solid portion of the comet and is made of dust and ice, a coma which is a cloud of dust and evaporated gases, an ion tail and a dust tail. Read more...iWorksheets :3Study Guides :1Vocabulary :3

AK.SA. Science as Inquiry and Process: A student should understand and be able to apply the processes and applications of scientific inquiry. A student who meets the content standard should:

SA1. Develop an understanding of the processes of science used to investigate problems, design and conduct repeatable scientific investigations, and defend scientific arguments.

AK.SB. Concepts of Physical Science: A student should understand and be able to apply the concepts, models, theories, universal principles, and facts that explain the physical world. A student who meets the content standard should:

SB1. Develop an understanding of the characteristic properties of matter and the relationship of these properties to their structure and behavior.

Chemical and physical changes of matterA chemical change is a change in which one kind of substance is changed into a different kind of substance. Chemical changes produce substances that were not there when you started. You can’t reverse or undo a chemical change. The substance or object involved in physical change is the same before and after the change (unlike a chemical change). The change is not permanent and can be undone. Read more...iWorksheets :3Study Guides :1Vocabulary :1

SB3. Develop an understanding of the interactions between matter and energy, including physical, chemical, and nuclear changes, and the effects of these interactions on physical systems.

SB4. Develop an understanding of motions, forces, their characteristics and relationships, and natural forces and their effects.

AK.SC. Concepts of Life Science: A student should understand and be able to apply the concepts, models, theories, facts, evidence, systems, and processes of life science. A student who meets the content standard should:

SC2. Develop an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms.

SC3. Develop an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy.

Cycles of life and BiomesThe Nitrogen Cycle Process: Nitrogen is taken in by plants through their roots, animals eat plants, and the nitrogen is passed along the food chain to animals. Herbivores get nitrogen by eating plants. Carnivores get nitrogen by eating herbivores. Nitrogen is returned to the soil when an organism dies – decomposers break down the dead organisms and change the nitrogen compounds in the dead organism’s body into the kind plants can use. Read more...iWorksheets :4Study Guides :1Vocabulary :2

AK.SD. Concepts of Earth Science: A student should understand and be able to apply the concepts, processes, theories, models, evidence, and systems of earth and space sciences. A student who meets the content standard should:

SD1. Develop an understanding of Earth's geochemical cycles.

SD2. Develop an understanding of the origins, ongoing processes, and forces that shape the structure, composition, and physical history of the Earth.

SD3. Develop an understanding of the cyclical changes controlled by energy from the sun and by Earth's position and motion in our solar system.

AK.SG. History and Nature of Science: A student should understand the history and nature of science. A student who meets the content standard should:

SG2. Develop an understanding that the advancement of scientific knowledge embraces innovation and requires empirical evidence, repeatable investigations, logical arguments, and critical review in striving for the best possible explanations of the natural world.

AK.RST.6-8. Reading Standards for Literacy in Science and Technical Subjects 6-12

Integration of Knowledge and Ideas

RST.6-8.7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

AK.WHST.6-8. Writing Standards for Literacy in History/Social Studies, Science and Technical Subjects 6-12

Text Types and Purposes

WHST.6-8.1. Write arguments focused on discipline-specific content.

WHST.6-8.1.e. Provide a concluding statement or section that follows from and supports the argument presented.

WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

WHST.6-8.2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

WHST.6-8.2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

Production and Distribution of Writing

WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Standards

NewPath Learning resources are fully aligned to US Education Standards. Select a standard below to view correlations to your selected resource:

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