Texas

Texas flag
Skills available for Texas sixth-grade science standards

Standards are in black and IXL science skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practice that skill.

Showing alignments for:

Actions

1 The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices.

  • A demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards; and

  • B practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials.

2 The student uses scientific inquiry methods during laboratory and field investigations.

3 The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists.

  • A in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;

  • B use models to represent aspects of the natural world such as a model of Earth's layers;

  • C identify advantages and limitations of models such as size, scale, properties, and materials; and

  • D relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content.

4 The student knows how to use a variety of tools and safety equipment to conduct science inquiry.

  • A use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances, microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum; and

  • B use preventative safety equipment, including chemical splash goggles, aprons, and gloves, and be prepared to use emergency safety equipment, including an eye/face wash, a fire blanket, and a fire extinguisher.

5 The student knows the differences between elements and compounds.

6 The student knows matter has physical properties that can be used for classification.

  • A compare metals, nonmetals, and metalloids using physical properties such as luster, conductivity, or malleability;

  • B calculate density to identify an unknown substance; and

  • C test the physical properties of minerals, including hardness, color, luster, and streak.

7 The student knows that some of Earth's energy resources are available on a nearly perpetual basis, while others can be renewed over a relatively short period of time. Some energy resources, once depleted, are essentially nonrenewable.

  • A research and debate the advantages and disadvantages of using coal, oil, natural gas, nuclear power, biomass, wind, hydropower, geothermal, and solar resources; and

  • B design a logical plan to manage energy resources in the home, school, or community.

8 The student knows force and motion are related to potential and kinetic energy.

9 The student knows that the Law of Conservation of Energy states that energy can neither be created nor destroyed, it just changes form.

  • A investigate methods of thermal energy transfer, including conduction, convection, and radiation;

  • B verify through investigations that thermal energy moves in a predictable pattern from warmer to cooler until all the substances attain the same temperature such as an ice cube melting; and

  • C demonstrate energy transformations such as energy in a flashlight battery changes from chemical energy to electrical energy to light energy.

10 The student understands the structure of Earth, the rock cycle, and plate tectonics.

11 The student understands the organization of our solar system and the relationships among the various bodies that comprise it.

  • A describe the physical properties, locations, and movements of the Sun, planets, Galilean moons, meteors, asteroids, and comets;

  • B understand that gravity is the force that governs the motion of our solar system; and

  • C describe the history and future of space exploration, including the types of equipment and transportation needed for space travel.

12 The student knows all organisms are classified into Domains and Kingdoms. Organisms within these taxonomic groups share similar characteristics which allow them to interact with the living and nonliving parts of their ecosystem.

  • A understand that all organisms are composed of one or more cells;

  • B recognize that the presence of a nucleus determines whether a cell is prokaryotic or eukaryotic;

  • C recognize that the broadest taxonomic classification of living organisms is divided into currently recognized Domains;

  • D identify the basic characteristics of organisms, including prokaryotic or eukaryotic, unicellular or multicellular, autotrophic or heterotrophic, and mode of reproduction, that further classify them in the currently recognized Kingdoms;

  • E describe biotic and abiotic parts of an ecosystem in which organisms interact; and

  • F diagram the levels of organization within an ecosystem, including organism, population, community, and ecosystem.