Grade 6 Science Arizona standards Standards

Key world religions such as Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Shintoism, Sikhism, and Taoism

Key factors such as control and use of natural resources, political power, religious rivalry, acquisition of wealth, cultural diversity, and economic rivalry

Key concepts include but are not limited to trade, competition, warfare, slavery, serfdom, innovations, and contributions.

History

Key concepts include but are not limited to disease, war, items exchanged, ideas spread along trade routes, and natural disasters

Key concepts include but are not limited to latitude, elevation, landforms, location, and human factors

Key concepts include but are not limited to development of early river civilization, pastoral societies, rise of cities, innovations in transportation, and collapse of empires

Key concepts include but are not limited to language, land and sea transportation and trade routes

Key concepts include but are not limited to hunter-gatherer communities, human settlement, Neolithic Revolution, irrigation and farming, domestication of animals, and influence of climate and seasons

Key concepts include major landforms and water bodies, countries, cities, ecosystems, climate, languages, religion, economic systems, governmental systems, population patterns, disease, trade routes, and settlement patterns

Geography

Key concepts include traditional economic systems, manorialism, guilds, taxation systems, and coerced labor

Economics

Key concepts include but are not limited to civility, respect for the rights of others, individual responsibility, respect for law, open mindedness, critical examination of issues, negotiation and compromise, civic mindedness, compassion, patriotism, conciliation, and consensus building

Civics

Construct and present explanations using reasoning, correct sequence, examples and details with relevant information and data.

Disciplinary Skills and Processes

Life Sciences

Earth and Space Sciences

Physical Sciences

Concept: Algorithms and Programming (AP)

Subconcept: Algorithms (A)

Identify planning strategies such as flowcharts or pseudocode, to simulate algorithms that solve problems.

Subconcept: Control (C)

Design programs that combine control structures, including nested loops and compound conditionals.

Subconcept: Modularity (M)

Decompose problems into parts to facilitate the design, implementation, and review of programs.

Use procedures to organize code and make it easier to reuse.

Subconcept: Program Development (PD)

Seek and incorporate feedback from team members and users to refine a solution that meets user needs.

Incorporate existing code into programs and give attribution.

Test programs using a range of inputs and identify expected outputs.

Maintain a timeline with specific tasks while collaboratively developing computational artifacts.

Document programs in order to make them easier to follow, test, and debug.

Subconcept: Variables (V)

Identify variables that represent different data types and perform operations on their values.

Citizens have individual rights, roles, and responsibilities

Analyze the beliefs, experiences, perspectives, and values that underlie points of view regarding civic issues in the time period and regions studied.

Process, rules, and laws direct how individuals are governed and how society addresses problems.

Explain challenges and opportunities people and groups face when solving local, regional, and/or global problems.

Describe and apply civic virtues including deliberative processes that contribute to the common good and democratic principles in school, community, and government.

Concept: Computing Systems (CS)

Subconcept: Devices (D)

Compare computing device designs based on how humans interact with them.

Subconcept: Hardware and Software (HS)

Explain how hardware and software can be used to collect and exchange data.

Subconcept: Troubleshooting (T)

Identify problems that can occur in computing devices and their components within a system.

Concept: Data and Analysis (DA)

Subconcept: Collection, Visualization and Transformation (CVT)

Compare different computational tools used to collect, analyze and present data that is meaningful and useful.

Subconcept: Inference and Models (IM)

Discuss the validity of a computational model based on the reliability of the data.

Subconcept: Storage (S)

Identify multiple encoding schemes used to represent data, including binary and ASCII.

A financially literate individual understands how to manage income, spending, and investment.

Analyze the relationship between education, income, and job opportunities within the context of the time period and region studied.

Give examples of financial risks that individuals and households face within the context of the time period and region studied.

Investigate and construct an explanation demonstrating that radiation from the Sun provides energy and is absorbed to warm the Earth's surface and atmosphere.

Use a model to show how the tilt of Earth's axis causes variations in the length of the day and gives rise to seasons.

Use ratios and proportions to analyze and interpret data related to scale, properties, and relationships among objects in our solar system.

Develop and use models to explain how constellations and other night sky patterns appear to move due to Earth's rotation and revolution.

Develop and use models to construct an explanation of how eclipses, moon phases, and tides occur within the Sun-Earth-Moon system.

The interconnected global economy impacts all individuals and groups in significant and varied ways.

Describe the factors that influence trade between countries or cultures.

Explain the effects of increasing economic interdependence within distinct groups.

Human-environment interactions are essential aspects of human life in all societies.

Compare diverse ways people or groups of people have impacted, modified, or adapted to the environment of the Eastern Hemisphere.

Examining human population and movement helps individuals understand past, present, and future conditions on Earth’s surface.

Analyze how cultural and environmental characteristics affect the distribution and movement of people, goods, and ideas.

Analyze the influence of location, use of natural resources, catastrophic environmental events, and technological developments on human settlement and migration.

6.G4.2 Describe how natural and human-made catastrophic events and economic activities in one place affect people living in nearby and distant places.

Global interconnections and spatial patterns are a necessary part of geographic reasoning.

Explain why environmental characteristics vary among different world regions.

The development of civilizations, societies, cultures, and innovations have influenced history and continue to impact the modern world.

Compare the development and characteristics of historical cultures and civilizations from different global regions within designated time periods.

●Explain the causes and effects of interactions between cultures and civilizations.

Evaluate the causes and effects of conflict and resolution among different societies and cultures.

Cycles of conflict and cooperation have shaped relations among people, places, and environments.

Analyze the impact of religious, government, and civic groups over time.

Generate questions to examine the similarities and differences between major world religions and the role of religion in the formation of regions and their cultural, political, economic, and social identity.

Explain why communities, states, and nations have different motivations for their choices including individual rights, freedoms, and responsibilities.

Economic, political, and religious ideas and institutions have influenced history and continue to shape the modern world.

Patterns of social and political interactions have shaped people, places, and events throughout history and continue to shape the modern world.

Describe how different group identities such as racial, ethnic, class, gender, regional, and immigrant/migration status emerged and contributed to societal and regional development, characteristics, and interactions over time.

Concept: Impacts of Computing (IC)

Subconcept: Culture (C)

Identify some of the tradeoffs associated with computing technologies that can affect people's everyday activities and career options.

Identify issues of bias and accessibility in the design of existing technologies.

Subconcept: Social Interactions (SI)

Identify the advantages of creating a computational product by collaborating with others using digital technologies.

Subconcept: Safety, Law, and Ethics (SLE)

Describe how some digital information can be public or can be kept private and secure.

Develop and use models to demonstrate the interdependence of organisms and their environment including biotic and abiotic factors.

Construct a model that shows the cycling of matter and flow of energy in ecosystems.

Use evidence to construct an argument regarding the impact of human activities on the environment and how they positively and negatively affect the competition for energy and resources in ecosystems.

Engage in argument from evidence to support a claim about the factors that cause species to change and how humans can impact those factors.

Concept: Networks and the Internet (NI)

Subconcept: Cybersecurity (C)

Identify multiple methods of encryption to secure the transmission of information.

Identify different physical and digital security measures that protect electronic information.

Subconcept: Network, Communication, and Organization (NCO)

Discuss how protocols are used in transmitting data across networks and the Internet.

Analyze and interpret data to show that changes in states of matter are caused by different rates of movement of atoms in solids, liquids, and gases (Kinetic Theory).

Plan and carry out an investigation to demonstrate that variations in temperature and/or pressure affect changes in state of matter.

Develop and use models to represent that matter is made up of smaller particles called atoms.

Develop and use a model to predict how forces act on objects at a distance.

Analyze how humans use technology to store (potential) and/or use (kinetic) energy.

Examine ways that historians and social scientists know about the past.

Analyze connections among events and developments in various geographic and cultural contexts.

Classify a series of historical events and developments as examples of change and/or continuity.

Evaluate the significance of past events and their effect on students’ lives and society.

Thinking within the discipline involves the ability to identify, compare, and evaluate multiple perspectives about a given event to draw conclusions about that event since there are multiple points of view about events and issues.

Explain how and why perspectives of people have changed throughout different historical eras.

Analyze how people’s perspective influenced what information is available in the historical sources they created.

Historians and Social Scientists gather, interpret, and use evidence to develop claims and answer historical, economic, geographical, and political questions and communicate their conclusions.

Define and frame compelling and supporting questions about issues and events in the time-period and region studied.

Use evidence to develop claims and counterclaims in response to compelling questions in the time period and region studied.

Classify the kinds of historical sources used in secondary interpretations.

Use information about a historical source including the author, date, place of origin, intended audience, and purpose to judge the extent to which the source is useful for studying a topic and evaluate the credibility of the source.

Use questions generated about multiple sources to identify further areas of inquiry and additional sources.

Construct and present arguments using claims and evidence from multiple sources.

Thinking within the discipline involves the ability to analyze relationships among causes and effects and to create and support arguments using relevant evidence.

Explain the multiple causes and effects of events and developments in the past.

Organize applicable evidence into a coherent argument about the past.

Individuals and institutions are interdependent within market systems.

Describe the relationship between various costs and benefits of economic production.

Explain the influence the factors of production have on the manufacture of goods and services within different cultures, regions, and communities.

Analyze the influence of specialization and trade within diverse cultures and communities in regions studied.

The use of geographic representations and tools helps individuals understand their world.

Use and construct maps, graphs, and other representations to explain relationships between locations of places and regions.

Chronological reasoning requires understanding processes of change and continuity over time, which means assessing similarities and differences between historical periods and between the past and present.