# Grade 6: Science A course roadmap (science). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 16 concepts ready. In the app: https://ai.page/roadmap/or-sci-grade-6 Part of: [Oregon: Science](https://ai.page/roadmap/or-sci.md) Goal: Oregon academic standards: Science, Grade 6 ## 1. Physical Science · 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) - [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 ## 2. Life Science · Heredity: 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 ## 3. Life Science · From Molecules to Organisms: Structures and Processes - [Senses, Brain & Responses](https://ai.page/c/senses-brain-and-responses/index.md): Use a model to describe that animals receive information through their senses, process it in their brain, and respond in different ways - [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 - [Evidence-Based Classification](https://ai.page/c/evidence-based-classification/index.md): Give reasons for classifying plants and animals based on specific characteristics, using evidence to justify classification decisions - [Cells to Organ Systems](https://ai.page/c/cells-to-organ-systems/index.md): Describe the hierarchical organisation of multicellular organisms: cells → tissues → organs → organ systems → organism - [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 ## 4. Engineering, Technology, and the Application of Science · Engineering Design - [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 - [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 ## 5. Earth & Space Science · Earth and Human Activity - [Earth's Atmosphere & CO2](https://ai.page/c/earth-s-atmosphere-and-co2/index.md): Describe the composition of Earth's atmosphere (mainly nitrogen and oxygen, with small amounts of CO₂ and other gases), explain how human activity increases CO₂, and describe the impact on global climate - [Communities Protecting Resources](https://ai.page/c/communities-protecting-resources/index.md): Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment ## 6. Earth & Space Science · Earth's Systems - [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 - [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 ## 7. Geography · Human Environmental Interaction (G.HE) - [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 ## Health: 0 of 100 Of its 16 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): - Speed and energy has no explanation yet - Energy stores and transfers has no explanation yet - Building an energy-converting device has no explanation yet - Variation in Species has no explanation yet - Senses, Brain & Responses has no explanation yet - How animals adapt to environments has no explanation yet - Evidence-Based Classification has no explanation yet - Cells to Organ Systems has no explanation yet - Cells Under the Microscope has no explanation yet - Simple Design Problems has no explanation yet - Comparing Possible Solutions has no explanation yet - Earth's Atmosphere & CO2 has no explanation yet - Communities Protecting Resources comes before Human impact on environments, which it needs - Communities Protecting Resources has no explanation yet - Earth's atmosphere has no explanation yet - The Water Cycle has no explanation yet - Human impact on environments has no explanation yet Credit: The structure of Oregon academic standards: Science (https://www.oregon.gov/ode/educator-resources/standards/socialsciences/Documents/Final2024SocialScienceStandardsACCESSIBLE.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.