Utah Grade 6 science standards

6.1.1 Develop and use a model of the Sun-Earth-Moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and Moon, and seasons.

Lessons: The Reason for the Seasons: Tilt, Daylight and the Solstice (Is summer when Earth is closest to the Sun?, Why are summer days longer?, Why is sunlight stronger in summer?) (partly)

Practice: The Reason for the Seasons: Tilt, Daylight and the Solstice workbook · Sun, Earth and Moon workbook

6.1.2 Develop and use a model to describe the role of gravity and inertia in orbital motions of objects in our solar system.

Lessons: The Solar System: Gravity, Orbits and Scale (Why do planets go around the Sun and not fly away?) (partly)

Practice: The Solar System: Gravity, Orbits and Scale workbook

6.1.3 Use computational thinking to analyze data and determine the scale and properties of objects in the solar system.

Lessons: The Solar System: Gravity, Orbits and Scale (How big is the solar system, really?, What is each world like?)

Practice: The Solar System: Gravity, Orbits and Scale workbook · Sun, Earth and Moon workbook

6.3.1 Develop a model to describe how the cycling of water through Earth's systems is driven by energy from the Sun, gravitational forces, and density.

Lessons: The Water Cycle, Start to Finish (Where has the water in your glass been?, Can you make a mini water cycle?) (partly)

Practice: The Water Cycle, Start to Finish workbook

6.2.3 Plan and carry out an investigation to determine the relationship between temperature, the amount of heat transferred, and the change of average particle motion in various types or amounts of matter.

Lessons: Hot and Cold: Particles on the Move (Why does food colouring spread faster in hot water?, Can you keep an ice cube frozen the longest?) (partly)

Practice: Hot and Cold: Particles on the Move workbook · Hot Stuff: Heat, Temperature and Cooling workbook

6.4.1 Analyze data to provide evidence for the effects of resource availability on organisms and populations in an ecosystem. Ask questions to predict how changes in resource availability affects organisms in those ecosystems.

Lessons: Ecosystems and Biomes: Who Depends on Whom (What happens to a population when food runs out?)

Practice: Ecosystems and Biomes: Who Depends on Whom workbook

6.4.2 Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.

Lessons: Ecosystems and Biomes: Who Depends on Whom (Are living things competitors, predators or partners?)

Practice: Ecosystems and Biomes: Who Depends on Whom workbook

6.4.3 Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.

Lessons: How Plants Make Food: Photosynthesis and Respiration (How does energy from the Sun move through a whole ecosystem?)

Practice: How Plants Make Food: Photosynthesis and Respiration workbook

6.4.4 Construct an argument supported by evidence that the stability of populations is affected by changes to an ecosystem.

Lessons: Ecosystems and Biomes: Who Depends on Whom (What happens to a population when food runs out?, How can we protect an ecosystem's services?) (partly)

Practice: Ecosystems and Biomes: Who Depends on Whom workbook

6.4.5 Evaluate competing design solutions for preserving ecosystem services that protect resources and biodiversity based on how well the solutions maintain stability within the ecosystem.

Lessons: Ecosystems and Biomes: Who Depends on Whom (How can we protect an ecosystem's services?) (partly)

Practice: Ecosystems and Biomes: Who Depends on Whom workbook