# Grade 6: Science A course roadmap (science). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 29 concepts ready. In the app: https://ai.page/roadmap/al-sci-grade-6 Part of: [Alabama: Science](https://ai.page/roadmap/al-sci.md) Goal: Alabama academic standards: Science, Grade 6 ## 1. STEM Technologies III - [Fair testing (age 8+)](https://ai.page/c/fair-testing-age-8/index.md): Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved - [Rainforest Futures & Trade-Offs](https://ai.page/c/rainforest-futures-and-trade-offs/index.md): Understand that the future of rainforests depends on balancing competing needs — economic development for local communities, indigenous peoples' rights to their ancestral lands, global biodiversity conservation, and climate stability — and that there are no simple answers, requiring cooperation between governments, businesses, scientists, indigenous leaders, and consumers worldwide - [Natural Disaster Solutions](https://ai.page/c/natural-disaster-solutions/index.md): Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans, such as earthquakes, floods, or volcanic eruptions ## 2. STEM Technologies I - [Simple Design Problems](https://ai.page/c/simple-design-problems/index.md): Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost ## 3. Crosscutting Concepts (CCCs) - [Why circuit components behave differently](https://ai.page/c/why-circuit-components-behave-differently/index.md): Compare and give reasons for variations in how circuit components function, including brightness of bulbs, loudness of buzzers, and switch positions - [Energy can't be created or destroyed](https://ai.page/c/energy-can-t-be-created-or-destroyed/index.md): Explain the principle of conservation of energy (energy cannot be created or destroyed, only transferred between stores), and describe how energy is dissipated as thermal energy to the surroundings in all real processes - [Earth's atmosphere](https://ai.page/c/earth-s-atmosphere/index.md): Develop a model to describe ways the geosphere, biosphere, hydrosphere, and atmosphere interact as connected Earth systems - [Scale of the Solar System](https://ai.page/c/scale-of-the-solar-system/index.md): Use scale models, diagrams, or calculations to represent the relative sizes and distances of objects in the solar system, understanding that the distances between planets are enormously larger than the planets themselves - [Correlation vs Causation](https://ai.page/c/correlation-vs-causation/index.md): Two things happening together doesn't mean one caused the other — recognise the difference between correlation and causation before drawing conclusions - [Finding patterns in data](https://ai.page/c/finding-patterns-in-data/index.md): Analyse and interpret data from maps to describe patterns of Earth's features, recognising that many features result from processes that occur over long periods ## 4. Science and Engineering Practices (SEPs) - [Evidence Supporting Ideas](https://ai.page/c/evidence-supporting-ideas/index.md): Identify scientific evidence that has been used to support or refute ideas or arguments, evaluating the strength of evidence - [Comparing Possible Solutions](https://ai.page/c/comparing-possible-solutions/index.md): Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints - [Drawing conclusions from evidence (age 12+)](https://ai.page/c/drawing-conclusions-from-evidence-age-12/index.md): Identify patterns and trends in data, draw conclusions that directly address the hypothesis with quantitative reference to evidence, and evaluate the investigation by distinguishing between systematic and random errors and proposing targeted improvements - [Controlling variables](https://ai.page/c/controlling-variables/index.md): Plan different types of scientific enquiries to answer questions, recognising and controlling variables where necessary ## 5. Earth and Human Activity · Obtain, evaluate, and communicate information concerning the relationships between human activities and natural processes and how those relationships affect Earth’s systems, - [Human impact on environments](https://ai.page/c/human-impact-on-environments/index.md): Use vocabulary for human impact on the environment — pollution, habitat destruction, deforestation, biodiversity, conservation, renewable energy, non-renewable energy, fossil fuel, carbon footprint, sustainability, endangered, extinct — and apply these when discussing environmental issues and human choices ## 6. Earth’s Systems: Energy and Weather · Use observations and data from investigations to demonstrate how the sun, air, land, and water affect Earth’s climate. - [Sun-Driven Weather Systems](https://ai.page/c/sun-driven-weather-systems/index.md): Understand how the Sun drives weather: the Sun heats Earth's surface unevenly (land heats faster than water, equator gets more heat than poles), creating differences in air pressure that cause wind patterns, ocean currents, and large-scale weather systems ## 7. Earth’s Systems: Energy and Weather · Use data analysis to monitor and predict weather changes and the impact of weather events, including severe weather. - [Reading Weather Maps](https://ai.page/c/reading-weather-maps/index.md): Read and interpret weather maps, data tables, and graphs — identifying symbols for sun, rain, wind, and temperature; spotting trends and patterns in weather data over weeks, months, or seasons; and using data to make simple predictions ## 8. Earth’s Systems: Energy and Weather · Construct an evidence-based explanation of how the sun’s energy drives the motion and cycling of water through the hydrosphere. - [The Water Cycle](https://ai.page/c/the-water-cycle/index.md): Describe the water cycle, tracing water through evaporation, condensation, precipitation, surface runoff, and transpiration in plants, explaining how the sun drives the cycle ## 9. Earth’s Systems: Materials and Processes · Construct an evidence-based explanation of how tectonic plate movement impacts Earth’s surface over geological time. - [How Tectonic Plates Move](https://ai.page/c/how-tectonic-plates-move/index.md): Understand that convection currents in the molten mantle drive the movement of rigid tectonic plates; distinguish between convergent (collision/subduction), divergent (spreading ridges), and transform (sliding) plate boundaries; explain why volcanoes, earthquakes, and mountain chains cluster at boundaries; introduce the Wilson cycle of supercontinent assembly and breakup - [Tectonic Plates](https://ai.page/c/tectonic-plates/index.md): Understand that Earth's crust is broken into large pieces called tectonic plates that float on hotter, softer rock beneath and move very slowly — a few centimetres per year ## 10. Earth’s Systems: Materials and Processes · Obtain, evaluate, and communicate evidence that explains how constructive and destructive processes shape Earth’s surface. - [Types of rocks](https://ai.page/c/types-of-rocks/index.md): Use vocabulary for Earth's geological processes and rock types — igneous, sedimentary, metamorphic, erosion, weathering, deposition, fossil, sediment, strata, permeable, impermeable — and apply these when explaining how rocks form and how landscapes change over time - [The Rock Cycle](https://ai.page/c/the-rock-cycle/index.md): Explain the rock cycle: how igneous rocks form from magma, sedimentary rocks from compressed sediment, and metamorphic rocks from heat and pressure, and how all rock types can transform into one another over geological time - [Matter Cycling in Ecosystems](https://ai.page/c/matter-cycling-in-ecosystems/index.md): Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment in an ecosystem ## 11. Earth’s Place in the Universe - [Phases of the Moon](https://ai.page/c/phases-of-the-moon/index.md): Explain the phases of the Moon as the changing angle of sunlight on the lunar surface as seen from Earth, and describe how solar and lunar eclipses occur - [Earth's rotation and day/night](https://ai.page/c/earth-s-rotation-and-day-night/index.md): Use the idea of the Earth's rotation to explain day and night and the apparent movement of the sun across the sky - [Gravity Pulls Things Down](https://ai.page/c/gravity-pulls-things-down/index.md): Understand gravity as a force that pulls objects towards the centre of the Earth, that 'down' means towards Earth’s centre regardless of where you stand on the sphere, and that gravity keeps the Moon orbiting Earth and planets orbiting the Sun ## 12. Earth and Human Activity - [Natural resources](https://ai.page/c/natural-resources/index.md): Obtain and combine information to describe that energy and fuels are derived from natural resources and that their uses affect the environment ## 13. Earth’s Systems: Energy and Weather - [Extreme Weather Events](https://ai.page/c/extreme-weather-events/index.md): Know about extreme weather events — hurricanes (spinning storms over warm ocean), tornadoes (violent rotating columns of air), floods, droughts, and blizzards — how they form, where they typically occur, and their effects on people and the environment - [Weather-Resistant Engineering](https://ai.page/c/weather-resistant-engineering/index.md): Understand that engineers design buildings, flood defences, and warning systems to protect communities from extreme weather — hurricane-resistant roofs, flood barriers, tornado shelters, and early-warning alert systems — and evaluate the merits of these solutions ## Health: 0 of 100 Of its 29 own concepts: 0 have an explanation, 0 have practice, 0 have a measurement question, 0 have a checked version. Findings (each is a task for anyone's AI): - Fair testing (age 8+) comes before Comparing Possible Solutions, which it needs - Fair testing (age 8+) has no explanation yet - Rainforest Futures & Trade-Offs has no explanation yet - Natural Disaster Solutions has no explanation yet - Simple Design Problems has no explanation yet - Why circuit components behave differently has no explanation yet - Energy can't be created or destroyed has no explanation yet - Earth's atmosphere has no explanation yet - Scale of the Solar System has no explanation yet - Correlation vs Causation has no explanation yet - Finding patterns in data comes before Types of rocks, which it needs - Finding patterns in data has no explanation yet - Evidence Supporting Ideas has no explanation yet - Comparing Possible Solutions has no explanation yet - Drawing conclusions from evidence (age 12+) has no explanation yet - Controlling variables has no explanation yet - Human impact on environments has no explanation yet - Sun-Driven Weather Systems has no explanation yet - Reading Weather Maps has no explanation yet - The Water Cycle has no explanation yet - How Tectonic Plates Move has no explanation yet - Tectonic Plates has no explanation yet - Types of rocks has no explanation yet - The Rock Cycle has no explanation yet - Matter Cycling in Ecosystems has no explanation yet - Phases of the Moon has no explanation yet - Earth's rotation and day/night has no explanation yet - Gravity Pulls Things Down has no explanation yet - Natural resources has no explanation yet - Extreme Weather Events has no explanation yet - Weather-Resistant Engineering has no explanation yet Credit: The structure of Alabama academic standards: Science (https://www.alabamaachieves.org/wp-content/uploads/2024/02/AS_20240213_2023-Alabama-Course-of-Study-Science_V1.0.pdf); concepts from the Marble Skill Taxonomy (v1), © Generative Spark, Inc. (withmarble.com), text CC BY-SA 4.0, database ODbL 1.0: https://github.com/withmarbleapp/os-taxonomy, mapped to its standards by Marble.