# Grade 6: Science

A course roadmap (science). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 12 concepts ready. In the app: https://ai.page/roadmap/ne-sci-grade-6

Part of: [Nebraska: Science](https://ai.page/roadmap/ne-sci.md)

Goal: Nebraska academic standards: Science, Grade 6

## 1. Earth’s Systems · Gather, analyze, and communicate evidence of the flow of energy and cycling of matter associated with Earth’s materials and processes.

- [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

## 2. Weather and Climate · Gather, analyze, and communicate evidence of factors and interactions that affect weather and climate.

- [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
- [Oceans & Climate](https://ai.page/c/oceans-and-climate/index.md): Understand the connection between the ocean and climate: the ocean absorbs heat and carbon dioxide, drives weather patterns through evaporation, and ocean currents distribute warmth around the planet — making the ocean Earth's climate engine
- [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

## 3. Growth, Development, and Reproduction of Organisms · Gather, analyze, and communicate evidence of the inheritance and variation of traits.

- [Variation in Species](https://ai.page/c/variation-in-species/index.md): Explain variation within and between species, distinguishing between continuous variation (e.g. height) and discontinuous variation (e.g. blood group), and between genetic and environmental causes
- [How animals adapt to environments](https://ai.page/c/how-animals-adapt-to-environments/index.md): Identify how animals and plants are adapted to suit their environment and understand that adaptation may lead to evolution over time

## 4. Structure and Function and Information Processing · Gather, analyze, and communicate evidence of the relationship between structure and function in living things.

- [Neurons & Brain Structure](https://ai.page/c/neurons-and-brain-structure/index.md): Explain how neurons transmit signals as electrochemical impulses across synapses, describe how the brain is organised (lobes and functions, limbic system for emotion), and explain neuroplasticity — why learning and practice physically change brain structure — connecting to optical illusions as evidence that the brain constructs reality rather than passively recording it
- [Cells Under the Microscope](https://ai.page/c/cells-under-the-microscope/index.md): Understand that all living organisms are made of cells and use a light microscope to observe, interpret, and record cell structure

## 5. Energy · Gather, analyze, and communicate evidence of energy.

- [Speed and energy](https://ai.page/c/speed-and-energy/index.md): Use evidence to construct an explanation relating the speed of an object to the energy of that object
- [Energy stores and transfers](https://ai.page/c/energy-stores-and-transfers/index.md): Identify the main energy stores (kinetic, gravitational potential, elastic potential, thermal, chemical, nuclear, electromagnetic) and the pathways by which energy is transferred between stores (mechanically, electrically, by heating, by radiation)
- [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
- [Building an energy-converting device](https://ai.page/c/building-an-energy-converting-device/index.md): Apply scientific ideas to design, test, and refine a device that converts energy from one form to another

## Health: 0 of 100

Of its 12 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):

- The Water Cycle has no explanation yet
- Reading Weather Maps has no explanation yet
- Oceans & Climate has no explanation yet
- Sun-Driven Weather Systems has no explanation yet
- Variation in Species has no explanation yet
- How animals adapt to environments has no explanation yet
- Neurons & Brain Structure has no explanation yet
- Cells Under the Microscope has no explanation yet
- Speed and energy has no explanation yet
- Energy stores and transfers has no explanation yet
- Simple Design Problems has no explanation yet
- Building an energy-converting device has no explanation yet

Credit: The structure of Nebraska academic standards: Science (https://www.education.ne.gov/wp-content/uploads/2024/09/Nebraska-Science-Standards-24-corrected-9-19-24.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.