Oregon Academic Content Standards

Oregon Academic Content Standards for Sixth Grade Biology

OR.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

OR.MS-ESS2. Earth’s Systems

Students who demonstrate understanding can:

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.

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

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-ESS2-6. 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

OR.MS-ESS3. Earth and Human Activity

Students who demonstrate understanding can:

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

OR.MS-PS3. Energy

Students who demonstrate understanding can:

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 kinetic energy of an object changes, energy is transferred to or from the object.

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

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).

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

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

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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