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Wyoming sixth-grade science standards

Alignments coming soon

IXL's sixth-grade skills will be aligned to the Wyoming Content and Performance Standards soon! Until then, you can view a complete list of sixth-grade standards below. Be sure to check out the unlimited science practice questions in IXL's 54 sixth-grade skills.

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1 In the context of unifying concepts and processes, students develop an understanding of scientific content through inquiry. Science is a dynamic process; concepts and content are best learned through inquiry and investigation. Concepts in Life Systems, Earth and Space Systems, and Physical Systems are taught within the context of the following Unifying Concepts and Processes of Science:

  • Systems, classification, order and organization

  • Evidence, models, and explanations

  • Change, constancy, and measurement

  • Evolution and equilibrium

  • Form and function

  • SC8.1.1 Levels of Organization in Living Systems: Students model the cell as the basic unit of a living system. They realize that all functions that sustain life act within a single cell and cells differentiate into specialized cells, tissues, organs, and organ systems.

  • SC8.1.2 Reproduction and Heredity: Students describe reproduction as a characteristic of all living systems, which is essential to the continuation of species, and identify and interpret traits, patterns of inheritance, and the interaction between genetics and environment.

  • SC8.1.3 Evolution as a Theory: Students explain evolution as a theory and apply the theory to the diversity of species, which results from natural selection and the acquisition of unique characteristics through biological adaptation.

  • SC8.1.4 Diversity of Organisms: Students investigate the interconnectedness of organisms, identifying similarity and diversity of organisms through a classification system of hierarchical relationships and structural homologies.

  • SC8.1.5 Behavior and Adaptation: Students recognize behavior as a response of an organism to an internal or environmental stimulus and connect the characteristics and behaviors of an organism to biological adaptation.

  • SC8.1.6 Interrelationships of Populations and Ecosystems: Students illustrate populations of organisms and their interconnection within an ecosystem, identifying relationships among producers, consumers, and decomposers.

  • SC8.1.7 The Earth in the Solar System: Students describe Earth as the third planet in the Solar System and understand the effects of the sun as a major source of energy, gravitational forces, and motions of objects in the Solar System.

  • SC8.1.8 The Structure of the Earth System: Students examine the structure of the Earth, identifying layers of the Earth, considering plate movement and its effect, and recognizing landforms resulting from constructive and destructive forces.

  • SC8.1.9 The Earth's History: Students systematize the Earth's history in terms of geologic evidence, comparing past and present Earth processes and identifying catastrophic events and fossil evidence.

  • SC8.1.10 The Structure and Properties of Matter: Students identify characteristic properties of matter such as density, solubility, and boiling point and understand that elements are the basic components of matter.

  • SC8.1.11 Physical and Chemical Changes in Matter: Students evaluate chemical and physical changes, recognizing that chemical change forms compounds with different properties and that physical change alters the appearance but not the composition of a substance.

  • SC8.1.12 Forms and Uses of Energy: Students investigate energy as a property of substances in a variety of forms with a range of uses.

  • SC8.1.13 The Conservation of Matter and Energy: Students identify supporting evidence to explain conservation of matter and energy, indicating that matter or energy cannot be created or destroyed but is transferred from one object to another.

  • SC8.1.14 Effects of Motions and Forces: Students describe motion of an object by position, direction, and speed, and identify the effects of force and inertia on an object.

2 Students demonstrate knowledge, skills, and habits of mind necessary to safely perform scientific inquiry. Inquiry is the foundation for the development of content, teaching students the use of processes of science that enable them to construct and develop their own knowledge. Inquiry requires appropriate field, classroom, and laboratory experiences with suitable facilities and equipment.

  • SC8.2.1 Students research scientific information and present findings through appropriate means.

  • SC8.2.2 Students use inquiry to conduct scientific investigations.

    • Ask questions that lead to conducting an investigation.

    • Collect, organize, and analyze and appropriately represent data.

    • Draw conclusions based on evidence and make connections to applied scientific concepts.

    • Clearly and accurately communicate the result of the investigations.

  • SC8.2.3 Students clearly and accurately communicate the result of their own work, as well as information obtained from other sources.

  • SC8.2.4 Students recognize the relationship between science and technology in meeting human needs.

  • SC8.2.5 Students properly use appropriate scientific and safety equipment, recognize hazards and safety symbols, and observe standard safety procedures.

3 Students recognize the nature of science, its history, and its connections to personal, social, economic, and political decisions. Historically, scientific events have had significant impacts on our cultural heritage.

  • SC8.3.1 Students explore the nature and history of science.

    • Students explore how scientific knowledge changes and grows over time, and impacts personal and social decisions.

    • Students explore the historical use of scientific information to make personal and social decisions.

  • SC8.3.2 Students explore how scientific information is used to make decisions.

    • The role of science in solving personal, local, and national problems.

    • Interdisciplinary connections of the sciences and connections to other subject areas and careers in science or technical fields.

    • Origins and conservation of natural resources, including Wyoming examples.