# Grade 6: Science A course roadmap (science). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 48 concepts ready. In the app: https://ai.page/roadmap/pa-sci-grade-6 Part of: [Pennsylvania: Science](https://ai.page/roadmap/pa-sci.md) Goal: Pennsylvania academic standards: Science, Grade 6 ## 1. Reading Informational Text: Students read, understand, and respond to informational text – with emphasis on comprehension, making connections among ideas and between texts with focus on textual eviden - [Drawing conclusions from evidence (age 9+)](https://ai.page/c/drawing-conclusions-from-evidence-age-9/index.md): Report and present findings including conclusions, causal relationships, explanations, and a degree of trust in results using oral and written forms - [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 - [Accurate Measurement](https://ai.page/c/accurate-measurement/index.md): Take measurements with increasing accuracy and precision using a range of scientific equipment, taking repeat readings when appropriate - [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 ## 2. Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. - [Writing Science Reports](https://ai.page/c/writing-science-reports/index.md): Communicate scientific findings in a structured report using appropriate scientific vocabulary, SI units, and standard notation; describe how peer review and replication contribute to the reliability of scientific knowledge ## 3. Sustainability and Stewardship - [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 ## 4. Environmental Literacy and Sustainability - [Energy from Food & the Sun](https://ai.page/c/energy-from-food-and-the-sun/index.md): Use models to describe that energy in animals' food was once energy from the sun, transferred through plants or other organisms ## 5. Engineering, Technology, and Applications of Science - [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 - [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 ## 6. Earth and Space Science - [Hazard Assessment & Evacuation](https://ai.page/c/hazard-assessment-and-evacuation/index.md): Explain probabilistic hazard assessment using eruption recurrence intervals and fault slip rates; describe how volcano observatories monitor ground deformation, gas emissions, and seismicity to issue alert levels; explore why communities remain near active hazards (fertile volcanic soil, poverty, cultural ties); discuss the ethics and politics of evacuation decisions and the social justice dimensions of disaster risk - [Climate Change Basics](https://ai.page/c/climate-change-basics/index.md): Understand the basics of climate change: Earth’s atmosphere traps some of the Sun's heat (the greenhouse effect), burning fossil fuels adds extra greenhouse gases (especially CO₂), this is making Earth gradually warmer, and this warming changes weather patterns, melts ice, and raises sea levels - [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 - [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 - [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 - [Fossils as Evidence](https://ai.page/c/fossils-as-evidence/index.md): Analyse and interpret data from fossils to provide evidence of organisms and environments that existed long ago - [How fossils form](https://ai.page/c/how-fossils-form-2/index.md): Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time - [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 - [Universal Gravitation](https://ai.page/c/universal-gravitation/index.md): Describe gravity as a universal attractive force between all masses, explain that orbital motion arises because gravity provides the centripetal force keeping objects in orbit, and compare gravitational field strengths on different planets - [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 ## 7. Life Science - [Evolution vocabulary](https://ai.page/c/evolution-vocabulary/index.md): Use technical vocabulary for evolution and natural selection — adaptation, evolution, natural selection, extinct, extinction, fossil record, species, common ancestor, mutation, variation — and explain the mechanism of natural selection using these terms in the correct sequence - [Variation & Survival Advantage](https://ai.page/c/variation-and-survival-advantage/index.md): Use evidence to explain how variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing - [Reading Cladograms](https://ai.page/c/reading-cladograms/index.md): Read and create simple cladograms (branching diagrams) that show how groups of dinosaurs are related based on shared features, understanding that species sharing more features are more closely related - [Life Changed Over Time](https://ai.page/c/life-changed-over-time/index.md): Recognise that living things have changed over time and that fossils provide information about organisms that inhabited the Earth millions of years ago - [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 - [Genetic Mutation](https://ai.page/c/genetic-mutation/index.md): Explain genetic mutation as a random change in DNA sequence, describe causes of mutation (e.g. radiation, chemicals, copying errors), and explain that most mutations are neutral, some harmful, and a few beneficial - [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 - [Food Webs & Interdependence](https://ai.page/c/food-webs-and-interdependence/index.md): Construct and interpret food webs showing the interdependence of organisms in an ecosystem, explaining how a change in one population affects others - [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 - [Photosynthesis](https://ai.page/c/photosynthesis/index.md): Explain photosynthesis as the process by which plants use light energy to convert carbon dioxide and water into glucose and oxygen, and describe how mineral nutrients are absorbed through roots - [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 - [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 ## 8. Physical Science - [Waves & Different Materials](https://ai.page/c/waves-and-different-materials/index.md): Explain how waves can be absorbed, transmitted, or reflected by different materials, and apply these interactions to explain colour perception, sight, communication technologies, and the effects of different surfaces on wave behaviour - [Waves & How They Move](https://ai.page/c/waves-and-how-they-move/index.md): Develop a model of waves to describe patterns in terms of amplitude and wavelength, and understand that waves can cause objects to move - [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) - [Electromagnets](https://ai.page/c/electromagnets/index.md): Describe the magnetic effect of an electric current (a current-carrying wire produces a magnetic field), and investigate how the strength of an electromagnet depends on current, number of coil turns, and core material - [Relative Motion](https://ai.page/c/relative-motion/index.md): Explain relative motion — how the apparent speed and direction of an object depends on the observer's own motion — using everyday examples such as trains and cars passing - [Newton's Third Law](https://ai.page/c/newton-s-third-law/index.md): State and apply Newton's Third Law: every force has an equal and opposite reaction force acting on a different object, distinguishing action-reaction pairs from balanced forces - [Conservation of Mass](https://ai.page/c/conservation-of-mass/index.md): Measure and provide evidence that the total weight of matter is conserved regardless of the type of change (heating, cooling, or mixing) - [Atoms, Elements & Compounds](https://ai.page/c/atoms-elements-and-compounds/index.md): Explain the differences between atoms, elements, and compounds; describe the simple Bohr model of the atom (nucleus with protons and neutrons, electrons in shells); and write and interpret chemical symbols and simple formulae - [Physical vs Chemical Changes](https://ai.page/c/physical-vs-chemical-changes/index.md): Distinguish between physical changes (reversible, no new substances formed) and chemical changes (new substances formed, often irreversible), using conservation of mass to understand both types - [How Materials Change State](https://ai.page/c/how-materials-change-state/index.md): Explain melting, freezing, boiling, condensing, and sublimation using the particle model, interpreting heating and cooling curves to identify melting and boiling points - [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 ## 9. Technology & Engineering - [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 - [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 - [Renewable vs non-renewable energy](https://ai.page/c/renewable-vs-non-renewable-energy/index.md): Distinguish between renewable energy resources (solar, wind, hydroelectric, tidal, geothermal, biomass) and non-renewable resources (coal, oil, gas, nuclear), comparing their advantages, disadvantages, and environmental impacts ## Health: 0 of 100 Of its 48 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): - Drawing conclusions from evidence (age 9+) has no explanation yet - Evidence Supporting Ideas has no explanation yet - Accurate Measurement has no explanation yet - Drawing conclusions from evidence (age 12+) has no explanation yet - Writing Science Reports has no explanation yet - Communities Protecting Resources comes before Natural resources, which it needs - Communities Protecting Resources comes before Human impact on environments, which it needs - Communities Protecting Resources has no explanation yet - Energy from Food & the Sun has no explanation yet - Building an energy-converting device has no explanation yet - Simple Design Problems has no explanation yet - Comparing Possible Solutions has no explanation yet - Hazard Assessment & Evacuation has no explanation yet - Climate Change Basics has no explanation yet - Sun-Driven Weather Systems has no explanation yet - Earth's Atmosphere & CO2 has no explanation yet - The Water Cycle has no explanation yet - Fossils as Evidence has no explanation yet - How fossils form has no explanation yet - Scale of the Solar System has no explanation yet - Universal Gravitation has no explanation yet - Phases of the Moon has no explanation yet - Evolution vocabulary has no explanation yet - Variation & Survival Advantage has no explanation yet - Reading Cladograms has no explanation yet - Life Changed Over Time has no explanation yet - Variation in Species has no explanation yet - Genetic Mutation has no explanation yet - Evidence-Based Classification has no explanation yet - Food Webs & Interdependence has no explanation yet - Matter Cycling in Ecosystems has no explanation yet - Photosynthesis has no explanation yet - Senses, Brain & Responses has no explanation yet - Cells to Organ Systems has no explanation yet - Cells Under the Microscope has no explanation yet - Waves & Different Materials has no explanation yet - Waves & How They Move has no explanation yet - Speed and energy has no explanation yet - Energy stores and transfers has no explanation yet - Electromagnets has no explanation yet - Relative Motion has no explanation yet - Newton's Third Law has no explanation yet - Conservation of Mass has no explanation yet - Atoms, Elements & Compounds has no explanation yet - Physical vs Chemical Changes has no explanation yet - How Materials Change State has no explanation yet - Natural resources comes before Human impact on environments, which it needs - Natural resources has no explanation yet - Earth's atmosphere has no explanation yet - Human impact on environments has no explanation yet Credit: The structure of Pennsylvania academic standards: Science (https://www.pdesas.org/Page/Viewer/ViewPage/58/?SectionPageItemId=12998); 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.