Illinois Learning Standards

Illinois Learning Standards for Sixth Grade Biology

IL.MS-PS. PHYSICAL SCIENCE

MS-PS1. Matter and Its Interactions

Students who demonstrate understanding can:

MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.

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

MS-PS2. Motion and Stability: Forces and Interactions

Students who demonstrate understanding can:

MS-PS2-2. Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the 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

MS-PS2-4. Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.

MS-PS2-5. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.

MS-PS3. Energy

Students who demonstrate understanding can:

MS-PS3-1. Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.

MS-PS3-3. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.

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

MS-PS3-4. Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample.

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

MS-PS3-5. Construct, use, and present arguments to support the claim that when the motion energy of an object changes, energy is transferred to or from the object.

MS-PS4. Waves and Their Applications in Technologies for Information Transfer

Students who demonstrate understanding can:

MS-PS4-2. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.

Sound and light energySound is a type of energy that travels in waves which are caused by vibrations. Characteristics of Sound. Vibrations: movements made rapidly back and forth. Sound Waves: an invisible transfer of sound energy as it travels away from the energy source. Wavelength: the distance between a point on one sound wave and a similar point on another sound wave. Frequency: The number of vibrations in a period of time is called the frequency of a vibration. Volume: The loudness or quietness of a sound is its volume. Read more...iWorksheets :4Study Guides :1Vocabulary :2

IL.MS-LS. LIFE SCIENCE

MS-LS1. From Molecules to Organisms: Structures and Processes

Students who demonstrate understanding can:

MS-LS1-1. Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.

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

MS-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

Cells, tissues and organsFreeCells need ENERGY to do all this work. Cellular respiration is the process where cells turn food into usable energy. When similar cells group together and work together for the same purpose, they form tissues. For example, skin tissues protect our bodies from dirt and germs getting inside our bodies. Nerve tissue helps us feel things, such as if something is hot or cold. Read more...iWorksheets :3Study Guides :1Vocabulary :6

MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

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

MS-LS1-6. Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.

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

MS-LS1-7. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.

Energy and ecosystemsAn ecosystem includes all the living and non-living things in an area. This includes populations and communities of many different animals. Read more...iWorksheets :3Study Guides :1Vocabulary :3

MS-LS2. Ecosystems: Interactions, Energy, and Dynamics

Students who demonstrate understanding can:

MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.

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

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

MS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.

IL.MS-ESS. EARTH AND SPACE SCIENCE

MS-ESS1. Earth’s Place in the Universe

Students who demonstrate understanding can:

MS-ESS1-2. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.

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

MS-ESS1-3. Analyze and interpret data to determine scale properties of objects in the solar system.

MS-ESS2. Earth’s Systems

Students who demonstrate understanding can:

MS-ESS2-1. Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.

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

MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.

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

Weather, Weather patterns and climateHow do clouds form? Main types of clouds. Precipitation. Air Pressure. What are the Four Most Influential Air Masses that Affect the Weather in North America? What is needed for a thunderstorm to occur? Thunderstorm key ingredients: Moisture, Instability and Uplift. What is a hurricane? What is a tornado? What is climate? Climate Zones: Polar zone, Temperate zone, Tropical zone. The location of the zone determines its climate. Read more...iWorksheets :3Study Guides :1Vocabulary :5

MS-ESS2-3. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.

MS-ESS2-4. Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.

MS-ESS2-5. Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.

MS-ESS2-6. Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.

Earth's oceansOceans are a natural resource for salt and the fish and other sea animals we eat. Ocean Currents. Ocean Tides, Trenches, Mid-Ocean Ridges, Seamounts, The Flat Abyssal Plains, The Continental Shelf. Read more...iWorksheets :3Study Guides :1Vocabulary :2

MS-ESS3. Earth and Human Activity

Students who demonstrate understanding can:

MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.

Energy resourcesA renewable resource is a resource that can be naturally restored or at least replenished as it is needed: The power of WIND, the power of WATER, the power of the SUN, Geothermal energy (heat from the earth), the Energy of TRASH. Fossil fuels - Crude Oil, Coal, Natural Gas - are nonrenewable resources. These types of resources take much longer to replace than most societies can wait. Read more...iWorksheets :3Study Guides :1Vocabulary :2

MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.

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

Integration of Knowledge and Ideas

CC.6-8.RST.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).

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

IL.6-8.WHST. Writing Standards for Literacy in Science and Technical Subjects

Text Types and Purposes

CC.6-8.WHST.1. Write arguments focused on discipline-specific content.

CC.6-8.WHST.1.e. Provide a concluding statement or section that follows from and supports the argument presented.

CC.6-8.WHST.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

CC.6-8.WHST.2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

CC.6-8.WHST.2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

Production and Distribution of Writing

CC.6-8.WHST.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Standards

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