# Grade 6: Science

A course roadmap (science). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 22 concepts ready. In the app: https://ai.page/roadmap/tx-sci-grade-6

Part of: [Texas TEKS: Science](https://ai.page/roadmap/tx-sci.md)

Goal: Texas Essential Knowledge and Skills: Science, Grade 6

## 1. The student knows that organisms have an organizational structure and variations can influence survival of populations. The student is expected to:

- [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
- [Classifying Organisms](https://ai.page/c/classifying-organisms/index.md): Describe how living things are classified into broad groups (micro-organisms, plants, animals) according to common observable characteristics, similarities, and differences
- [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

## 2. The student knows that interdependence occurs between living systems and the environment. The student is expected to:

- [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
- [Symbiosis](https://ai.page/c/symbiosis/index.md): Understand symbiosis — close relationships between different species — including mutualism (both benefit, like clownfish and anemones), commensalism (one benefits without harming the other, like remora fish riding sharks), and parasitism (one benefits at the other's expense, like ticks on deer) — and recognise these relationships in nature

## 3. The student understands how resources are managed. The student is expected to:

- [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. The student understands the rock cycle and the structure of Earth. The student is expected to:

- [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
- [Rock layers and Earth's history](https://ai.page/c/rock-layers-and-earth-s-history/index.md): Interpret cross-section diagrams of the Earth's interior, geological strata, and rock cycle; read and label layers (crust, mantle, outer core, inner core); understand that deeper layers in sedimentary sequences are older
- [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

## 5. The student models the cyclical movements of the Sun, Earth, and Moon and describes their effects. The student is expected to:

- [Earth & Space Vocabulary](https://ai.page/c/earth-and-space-vocabulary/index.md): Use technical vocabulary for Earth's motion and the wider universe — rotation, revolution, axis, tilt, orbit, light year, gravitational force, atmosphere, lunar phases, waxing, waning, solstice, equinox, eclipse — and apply these when explaining day and night, the seasons, and the Moon's phases
- [Why We Have Seasons](https://ai.page/c/why-we-have-seasons/index.md): Explain that the seasons are caused by the tilt of Earth's axis during its orbit around the Sun, distinguishing this from the common misconception that seasons are caused by changing distance from the Sun

## 6. The student knows that the total energy in systems is conserved through energy transfers and transformations. The student is expected to:

- [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)
- [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

## 7. The student knows the nature of forces and their role in systems that experience stability or change. The student is expected to:

- [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
- [Resultant Forces](https://ai.page/c/resultant-forces/index.md): Describe forces as vector quantities with both magnitude and direction, distinguish between balanced forces (zero resultant, no change in motion) and unbalanced forces (non-zero resultant, causes acceleration or deceleration)

## 8. The student knows that matter is made of atoms, can be classified according to its properties, and can undergo changes. The student is expected to:

- [Matter Is Made of Particles](https://ai.page/c/matter-is-made-of-particles/index.md): Develop a model to describe that matter is made of particles too small to be seen, and that this explains properties of solids, liquids, and gases
- [The Periodic Table](https://ai.page/c/the-periodic-table/index.md): Describe the organisation of the periodic table into periods and groups, explain the contribution of Mendeleev, and use the table to identify metals, non-metals, and predict patterns in reactivity

## 9. The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to:

- [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
- [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

## 10. The student knows the contributions of scientists and recognizes the importance of scientific research and innovation on society. The student is expected to:

- [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

## 11. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:

- [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

## 12. The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phe

- [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

## Health: 0 of 100

Of its 22 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):

- Variation & Survival Advantage has no explanation yet
- Classifying Organisms has no explanation yet
- Cells to Organ Systems has no explanation yet
- Food Webs & Interdependence has no explanation yet
- Symbiosis has no explanation yet
- Communities Protecting Resources has no explanation yet
- The Rock Cycle has no explanation yet
- Rock layers and Earth's history has no explanation yet
- Earth's atmosphere has no explanation yet
- Earth & Space Vocabulary has no explanation yet
- Why We Have Seasons has no explanation yet
- Energy stores and transfers has no explanation yet
- Energy can't be created or destroyed has no explanation yet
- Newton's Third Law has no explanation yet
- Resultant Forces has no explanation yet
- Matter Is Made of Particles has no explanation yet
- The Periodic Table has no explanation yet
- How animals adapt to environments has no explanation yet
- Drawing conclusions from evidence (age 12+) comes before Drawing conclusions from evidence (age 9+), which it needs
- Drawing conclusions from evidence (age 12+) has no explanation yet
- Evidence Supporting Ideas comes before Drawing conclusions from evidence (age 9+), which it needs
- Evidence Supporting Ideas has no explanation yet
- Drawing conclusions from evidence (age 9+) has no explanation yet
- Accurate Measurement has no explanation yet

Credit: The structure of Texas Essential Knowledge and Skills: Science (https://tea.texas.gov/system/files/principles-of-applied-engineering-breakouts_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.