Reading/Language Arts
Grade: 6
Benchmark Code – Subject: Language Arts = LA
Strand 1= Reading Process
Strand 2= Literary Analysis
Strand 3= Writing Process
Strand 4= Writing Application
Strand 5= Communication
Strand 6= Information and Media Literacy
Code: Subject.Grade.strand#.standard#. Benchmark#
Example: LA.3.1.4.3 – Language Arts, third grade, strand 1, standard 4, benchmark 3
Strand 1: READING PROCESS
Standard 5: Fluency. The student develops the ability to read grade level text orally with
accuracy, appropriate rate, and expression.
Benchmark Code
Benchmark
LA.6.1.5.1
The student will adjust reading rate based on purpose, text difficulty,
form, and style.
Standard 6: Vocabulary Development. The student uses multiple strategies to develop grade
appropriate vocabulary.
Benchmark Code
Benchmark
LA.6.1.6.1
The student will use new vocabulary that is introduced and taught
directly.
LA.6.1.6.2
The student will listen to, read, and discuss familiar and conceptually
challenging text.
LA.6.1.6.3
The student will use context clues to determine meanings of
unfamiliar words.
LA.6.1.6.4
The student will categorize key vocabulary and identify salient
features.
LA.6.1.6.5
The student will relate new vocabulary to familiar words.
LA.6.1.6.6
The student will distinguish denotative and connotative meanings of
words.
LA.6.1.6.7
The student will identify and understand the meaning of conceptually
advanced prefixes, suffixes, and root words.
LA.6.1.6.8
The student will identify advanced word/phrase relationships and
their meanings.
LA.6.1.6.9
The student will determine the correct meaning of words with
multiple meanings in context.
LA.6.1.6.10
The student will determine meanings of words, pronunciation, parts
of speech, etymologies, and alternate word choices by using a
dictionary, thesaurus, and digital tools.
LA.6.1.6.11
The student will identify, create, and use their own idioms.
Standard 7: Reading Comprehension. The student uses a variety of strategies to comprehend
grade level text.
Benchmark Code
Benchmark
LA.6.1.7.1
The student will use background knowledge of subject and related
content areas, pre-reading strategies, graphic representations, and
knowledge of text structure to make and confirm complex predictions
of content, purpose, and organization of a reading selection.
LA.6.1.7.2
The student will analyze the authors purpose (e.g., to persuade,
inform, entertain, or explain) and perspective in a variety of texts and
understand how they affect meaning.
LA.6.1.7.3
The student will determine the main idea or essential message in
grade-level text through inferring, paraphrasing, summarizing, and
identifying relevant details.
LA.6.1.7.4
The student will identify cause-and-effect relationships in text.
LA.6.1.7.5
The student will analyze a variety of text structures (e.g.,
comparison/contrast, cause/effect, chronological order,
argument/support, lists) and text features (main headings with
subheadings) and explain their impact on meaning in text;
LA.6.1.7.6
The student will analyze and evaluate similar themes or topics by
different authors across a variety of fiction and nonfiction selections.
The student will compare and contrast elements in multiple texts.
LA.6.1.7.7
The student will use strategies to repair comprehension of gradeappropriate text when self-monitoring indicates confusion, including
but not limited to rereading, checking context clues, predicting, notemaking, summarizing, using graphic and semantic organizers,
questioning, and clarifying by checking other sources.
Strand 2: LITERARY ANALYSIS
Standard 1: Fiction. The student applies knowledge of the elements of a variety of fiction and
literary texts to develop a thoughtful response to a literary selection.
Benchmark Code
Benchmark
LA.6.2.1.1
The student will identify the characteristics of various genres (e.g.,
poetry, fiction, short story, dramatic literature) as forms with distinct
characteristics and purposes.
LA.6.2.1.2
The student will locate and analyze the elements of plot structure,
including exposition, setting, character development, rising/falling
action, conflict/resolution, and theme in a variety of fiction.
LA.6.2.1.3
The student will identify and explain recurring themes across a
variety of works (e.g., bravery, friendship, loyalty, good vs. evil).
LA.6.2.1.4
The student will interpret and support a selection and support
through sustained use of examples and contextual evidence.
LA.6.2.1.5
The student will write a book report, review using setting characters,
plot, events, and resolution.
LA.6.2.1.6
The student will locate and analyze an author's use of allusions and
descriptive, idiomatic, and figurative language (personification,
similes, metaphors, symbolism, foreshadow in a variety of literary
text, identifying how word choice sets the author's tone and advances
the work's theme. The student will explain how ideas, values, and
themes of a literary work often reflect the historical period in which it
was written; and patterns and vocabulary of contemporary texts to
those of historical texts.
LA.6.2.1.7
The students will use their own interests and the recommendations of
others to select age-appropriate and ability- appropriate fiction
materials to read (e.g., novels, historical fiction, mythology, poetry)
to expand the core foundation of knowledge necessary to function as
a fully literate member of a shared culture.
Standard 2: Nonfiction. The student identifies, analyzes, and applies knowledge of the elements
of a variety of nonfiction, informational, and expository texts to demonstrate an understanding
of the information presented.
Benchmark Code
Benchmark
LA.6.2.2.1
The student will locate, use, and analyze specific information from
organizational text features (e.g., table of contents, headings,
captions, bold print, italics, glossaries, indices, key/guide words).
LA.6.2.2.2
The student will use information from the text to answer questions
related to the main idea or relevant details, maintaining chronological
or logical order.
LA.6.2.2.3
The student will organize information to show understanding (e.g.,
representing main ideas within text through charting, mapping,
paraphrasing, summarizing, or comparing/contrasting).
LA.6.2.2.4
The student will identify the characteristics of a variety of types of
nonfiction text (e.g., reference works, newspapers, biographies,
procedures, instructions, practical/functional texts).
LA.6.2.2.5
The students will use their own interests and recommendations of
others to select a variety of age and ability appropriate nonfiction
materials (e.g., biographies and topical areas, such as science, music,
art, history, sports, current events) to expand the core knowledge
necessary to connect topics and function as a fully literate member of
a shared culture.
Strand 3: WRITING PROCESS
Standard 1: Prewriting. The student will use pre-writing strategies to generate ideas and
formulate a plan.
Benchmark Code
Benchmark
LA.6.3.1.1
The student will pre-write by generating ideas from multiple sources
(e.g., prior knowledge, discussion with others, research materials, or
other reliable sources), based upon teacher-directed topics and
personal interests.
LA.6.3.1.2
The student will pre-write by making a plan for writing that
prioritizes ideas, addresses purpose, audience, main idea, and logical
sequence.
LA.6.3.1.3
The student will pre-write by using organizational strategies and tools
(e.g., technology, outline, chart, table, graph, web, story map).
Standard 2: Drafting. The student will produce a draft appropriate to the topic, audience, and
purpose.
Benchmark Code
Benchmark
LA.6.3.2.1
The student will write a draft that develops main ideas from the prewriting by developing main ideas from the pre-writing plan using
primary and secondary sources appropriate to purpose and audience.
LA.6.3.2.2
The student will write a draft that organizes information into a logical
sequence.
LA.6.3.2.3
The student will write a draft that analyzes language techniques of
professional authors (e.g., point of view, establishing mood) to
enhance the use of descriptive language and word choices.
Standard 3: Revising. The student will revise and refine the draft for clarity and effectiveness.
Benchmark Code
Benchmark
LA.6.3.3.1
The student will revise by evaluating the draft for development of
ideas and content, logical organization, voice, point of view, word
choice, and use of different types of sentences.
LA.6.3.3.2
The student will revise by creating clarity and logic by rearranging
words, sentences, and paragraphs, adding transitional words,
incorporating sources directly and indirectly into writing, using
generalizations where appropriate, and connecting conclusion to
ending.
LA.6.3.3.3
The student will revise by creating precision and interest by
expressing ideas vividly through multiple language techniques (e.g.,
foreshadowing, imagery, simile, metaphor, sensory language,
connotation, denotation) and modifying word choices using resources
and reference materials (e.g., dictionary, thesaurus).
LA.6.3.3.4
The student will revise by applying appropriate tools or strategies to
evaluate and refine the draft (e.g., peer review, checklists, and
rubrics).
Standard 4: Editing for Language Conventions. The student will revise the draft for standard
language conventions.
Benchmark Code
Benchmark
LA.6.3.4.1
The student will edit for correct use of spelling using spelling rules,
orthographic patterns, generalizations, knowledge of root words,
prefixes, suffixes, knowledge of Greek and Latin root words, and use
of a dictionary, thesaurus, or other resources as necessary.
LA.6.3.4.2
The student will edit for correct usage of capitalization, including
major words in titles of books, plays, movies, and television
programs.
LA.6.3.4.3
The student will edit for correct use of punctuation in simple,
compound, and complex sentences, including appositives and
appositive phrases, and in cited sources, including quotations for
exact words from sources.
LA.6.3.4.4
The student will edit the eight parts of speech (noun, pronoun, verb,
adverb, adjective, conjunction, preposition, interjection) for correct
use.
LA.6.3.4.5
The student will edit for correct use of consistency in verb tense in
simple, compound, and complex sentences.
Standard 5: Publishing. The student will produce a final product for the intended audience.
Benchmark Code
Benchmark
LA.6.3.5.1
The student will prepare writing using technology in a format
appropriate to audience and purpose (e.g., manuscript, multimedia).
LA.6.3.5.2
The student will share the writing with the intended audience.
Strand 4: WRITING APPLICATIONS
Standard 1: Creative. The student develops and demonstrates creative writing.
Benchmark Code
Benchmark
LA.6.4.1.1
The student will write narrative accounts with an engaging plot
(including rising action, conflict, climax, falling action, and
resolution) including a clearly described setting with figurative
language and descriptive words or phrases to enhance style and tone.
LA.6.4.1.2
The student will write a variety of expressive forms (e.g., short play,
song lyrics, historical fiction, and limericks) that employ figurative
language, rhythm, dialogue, characterization, and/or appropriate
format.
Standard 2: Informative. The student develops and demonstrates technical writing that provides
information related to real-world tasks...
Benchmark Code
Benchmark
LA.6.4.2.1
The student will write in a variety of informational/expository forms
(e.g., summaries, procedures, instructions, experiments, rubrics, howto manuals, assembly instructions).
LA.6.4.2.2
The student will record information (e.g., observations, notes, lists,
charts, legends) related to a topic, including visual aids to organize
and record information and include a list of sources used.
LA.6.4.2.3
The student will write informational/expository essays (e.g., process,
description, explanation, comparison/contrast, problem/solution) that
include a thesis statement, supporting details, and introduction, body,
and conclusions.
LA.6.4.2.4
The student will write a variety of informal communications (e.g.,
friendly letters, thank-you notes, messages) and formal
communications (e.g., conventional business letters, invitations) that
follow a format and that have a clearly stated purpose and that
include the date, proper salutation, body, closing and signature.
LA.6.4.2.5
The student will write directions to unfamiliar locations using
cardinal and ordinal directions, landmarks, and distances, and create
an accompanying map.
Standard 3: Persuasive. The student develops and demonstrates persuasive writing that is used
for the purpose of influencing the reader.
Benchmark Code
Benchmark
LA.6.4.3.1
The student will write persuasive text (e.g., advertisement, speech,
essay, public service announcement) that establishes and develops a
controlling idea, using appropriate supporting arguments and detailed
evidence.
LA.6.4.3.2
The student will include persuasive techniques (e.g., word choice,
repetition, emotional appeal, hyperbole, appeal to authority, celebrity
endorsement).
Strand 5: COMMUNICATION
Standard 1: Penmanship. The student engages in the writing process and writes to communicate
ideas and experiences.
Benchmark Code
Benchmark
LA.6.5.1.1
The student will use fluent and legible handwriting skills.
Standard 2: Listening and Speaking. The student effectively applies listening and speaking
strategies.
Benchmark Code
Benchmark
LA.6.5.2.1
The student will listen and gain information for a variety of purposes,
(e.g., clarifying, elaborating, summarizing main ideas and supporting
details).
LA.6.5.2.2
The student will deliver narrative and informative presentations,
including oral responses to literature, and adjust oral language, body
language, eye contact, gestures, technology and supporting graphics
appropriate to the situation.
Strand 6: INFORMATION AND MEDIA LITERACY
Standard 1: Informational Text. The student comprehends the wide array of informational text
that is part of our day to day experiences.
Benchmark Code
Benchmark
LA.6.6.1.1
The student will explain how text features (e.g., charts, maps,
diagrams, sub-headings, captions, illustrations, graphs) aid the
reader's understanding.
LA.6.6.1.2
The student will use information from a variety of consumer
resources (e.g., warranties, instructional manuals), workplace (e.g.,
applications, contracts) and other documents to explain a situation
and justify a decision.
LA.6.6.1.3
The student will create a technical manual or solve a problem, that
provides written explanation of various steps.
Standard 2: Research Process. The student uses a systematic process for the collection,
processing, and presentation of information.
Benchmark Code
Benchmark
LA.6.6.2.1
The student will select a topic for inquiry, formulate a search plan,
and apply evaluative criteria (e.g., relevance, accuracy, organization,
validity, currentness) to select and use appropriate resources.
LA.6.6.2.2
The student will collect, evaluate and summarize information using a
variety of techniques from multiple sources (e.g., encyclopedias,
websites, experts) that includes paraphrasing to convey ideas and
details from the source, main idea(s) and relevant details.
LA.6.6.2.3
The student will write an informational report that includes a focused
topic, appropriate facts and relevant details, a logical sequence, a
concluding statement, and list of sources used.
LA.6.6.2.4
The student will explain and demonstrate an understanding of the
importance of ethical research practices, including the need to avoid
plagiarism, and know the associated consequences.
Standard 3: Media Literacy. The student develops and demonstrates an understanding of media
literacy as a life skill that is integral to informed decision making.
Benchmark Code
Benchmark
LA.6.6.3.1
The student will demonstrate the ability to select and ethically use
media appropriate for the purpose, occasion, and audience.
Standard 4: Technology. The student develops the essential technology skills for using and
understanding conventional and current tools, materials and processes.
Benchmark Code
Benchmark
LA.6.6.4.1
The student will use appropriate available technologies to enhance
communication and achieve a purpose (e.g., video, online).
LA.6.6.4.2
The student will determine and apply digital tools (e.g., word
processing, multimedia authoring, web tools, and graphic organizers)
to publications and presentations.
Math
Grade: 6
Benchmark Code – Subject: Math =M
Strand 1: Number
Strand 2: Measurement
Strand 3: Probability and Statistics
Strand 4: Geometry
Strand 5: Algebra
Subject (M, S, SS, LA).Grade#.Strand#.Standard#. Benchmark#
Example: M.3.1.4.3 – Math, Grade 3, Strand 1, Standard 4, Benchmark 3
Strand: Number
Standard 1: Understand and use negative numbers.
Benchmark Code
Benchmark
M.6.1.1.1
The student will define a negative number and how to
locate negative numbers on the number line.
M.6.1.1.2
The student will demonstrate why – (-a) = a for any
number a, when is positive and when it is negative.
M.6.1.1.3
The student will demonstrate on the number line how to
subtract a larger number from a smaller one.
M.6.1.1.4
The student will apply the same commutative,
associative, and distributive laws to all numbers, both
positive and negative.
Standard 2: Understand how to divide positive fractions and mixed numbers.
Benchmark Code
Benchmark
M.6.1.2.1
The student will recognize that division of fractions has
the same meaning as does division of whole numbers.
M.6.1.2.2
The student will explain the “invert and multiply” rule
for division of fractions.
M.6.1.2.3
The student will find unknowns in division and
multiplication problems using both whole and mixed
numbers.
M.6.1.2.4
The student will create and solved contextual problems
that lead naturally to division of fractions.
Standard 3: Understand and use rations and percentages.
Benchmark Code
Benchmark
M.6.1.3.1
M.6.1.3.2
M.6.1.3.3
The student will convert a ratio into a fraction, and a
fraction into a ratio.
The student will convert a ratio into a percentage, and a
percentage into a ratio.
The student creates and solves word problems
involving ratio and percentage.
E
E
E
E
E
E
E
E
E&S
E&S
E&S
Standard 4: Understand and use exponents and scientific notation.
Benchmark Code
Benchmark
M.6.1.4.1
The student will calculate with integers using the law of
E
n
m m
n+m
exponents: b x b b = b
M.6.1.4.2
The student will model exponential behavior with
E
contextual illustrations based on population growth and
compound interest.
Standard 5: The student understands multi-step mathematical, contextual, and verbal problems
using rational numbers.
Benchmark Code
Benchmark
M.6.1.5.1
The student will solve arithmetic problems involving
E&S
more than one arithmetic operation using rational
numbers.
M.6.1.5.2
The student will solve relevant contextual problems
E&S
(e.g. sports, discounts, sales tax, simple and compound
interest).
Standard 6: Solve multi-step mathematical, contextual, and verbal problems using decimals.
Benchmark Code
M.6.1.6.1
Benchmark
The student will solve arithmetic problems involving
E&S
more than one arithmetic operation using decimals.
M.6.1.6.2
The student will solve relevant contextual problems
E&S
(e.g. sports, discounts, sales tax, simple and compound
interest).
Standard 7: The student understands multi-step mathematical, contextual, and verbal problems
using integers.
Benchmark Code
Benchmark
M.6.1.7.1
The student will solve relevant contextual problems
E
involving more than one arithmetic operation using
integers.
Strand: Measurement
Standard 1: The student understand and use estimation of length, capacity, weight, mass and
temperature using both metric and imperial systems.
Benchmark Code
Benchmark
M.6.2.1.1
The student will estimate length, capacity, weight, mass
E&S
and temperature in both metric and imperial terms.
M.6.2.1.2
The student will choose appropriate units of
E&S
measurement for a given problem.
Strand 3: Probability and Statistics
Standard 1: Understand the meaning of probability and how it is expressed.
Benchmark Code
Benchmark
M.6.3.1.1
The student will the probability of an event is a number
E&S
between zero and one that expresses the likelihood of an
occurrence.
Standard 2: Understand the meaning of range, mean, median, and mode.
Benchmark Code
Benchmark
M.6.3.2.1
The student will collect, organize and display data.
E&S
M.6.3.2.2
The student will estimate range, mean, median and
E&S
mode.
M.6.3.2.3
The student will solve problems involving range, mean,
E&S
median and mode.
Standard 3: The student understands how to build or construct various types of graphs or
diagrams using the data provided.
Benchmark Code
Benchmark
M.6.3.3.1
The student will construct line plots, bar graphs,
histograms and circle graphs according to given data.
E&S
Strand: Geometry
Standard 1: Understand and use basic properties of triangles and quadrilaterals.
Benchmark Code
Benchmark
M.6.4.1.1
The student will apply the angle properties of triangles
E&S
and quadrilaterals.
M.6.4.1.2
The student will use a protractor, ruler, square, and
E&S
compass to draw triangles and quadrilaterals from data
given in either numerical or geometric form.
Standard 2: The student understands and uses the concepts of translation, rotation, reflection,
and congruence in the plane.
Benchmark Code
Benchmark
M.6.4.2.1
The student will identify the movement of a polygon as
E&S
a translation, rotation, and reflection.
M.6.4.2.2
The student will identify different characterizations and
E&S
examples of congruence.
M.6.4.2.3
The student will identify congruent polygonal figures.
E&S
Standard 3: Understand and use different kinds of symmetry on a plane.
Benchmark Code
Benchmark
M.6.4.3.1
The student will define symmetries on the plane.
E&S
M.6.4.3.2
The student will identify and utilize bilateral and
rotational symmetry in regular polygons.
M.6.4.3.3
The student will identify and utilize translational
symmetry in tessellations of the plane.
M.6.4.3.4
The student will apply reflections to study isosceles
triangles and isosceles trapezoids.
Standard 4: Understand and use tessellations.
Benchmark Code
Benchmark
M.6.4.4.1
The student will identify different aspects of a circle
(radius, diameter, etc.).
E&S
E
E&S
E&S
M.6.4.4.2
The student will identify angles of a circle.
E&S
Standard 5: Understand and use the concept, lines and angles in circles.
Benchmark Code
Benchmark
M.6.4.5.1
The student will use tessellations forms to replicate
E
patterns found in selected paintings, sculptures and
buildings.
Strand 5: Algebra
Standard 1: Understand that the system of negative and positive numbers obeys and extends
the laws governing positive numbers.
Benchmark Code
Benchmark
M.6.5.1.1
The student will demonstrate that the sum and product
of two numbers, whether positive or negative, integer or
fraction, satisfy the commutative, associative and
distributive laws.
E
M.6.5.1.2
The student will use rules for multiplying integers to
E
solve problems with two negative integers.
M.6.5.1.3
The student will use rules for dividing integers to solve
problems with two negative integers.
E
Standard 2: The students use algebraic relationships in a variety of ways.
Benchmark Code
Benchmark
M.6.5.2.1
The student will express a real-life problem using
algebraic notation.
E
M.6.5.2.2
The student will solve problems involving translation
among and between verbal, tabular, numerical,
algebraic, and graphical expressions.
E
Social Studies
Grade: 6
Benchmark Code – Subject (M, S, SS, LA). Grade.strand#.standard#. Benchmark#
Strand 1= Historical Understandings
Strand 2= Geography
Strand 3= Government/Civics/Understanding
Strand 4= Economic Understanding
Example: M.3.1.4.3 –Social Studies, third grade, strand 1, standard 4, benchmark 3
Strand 1: Historical Understandings.
Standard 1: The student will understand the causes, events, and results of WWI.
Benchmark Code
Benchmark
SS.6.1.1.1
The student will identify the causes of World War I.
SS.6.1.1.2
The student will describe the new technology used in World War I
battles.
SS.6.1.1.3
The student will list the sequence of main historical events of WWI
including the German attacks on U.S. shipping in Europe that led the
U.S. to join the fight against Germany.
SS6.1.1.4
The student will describe the importance of Woodrow Wilson’s
Fourteen Points and the Treaty of Versailles.
SS.6.1.1.5
The student will describe the events in Mexico during WWI.
SS.6.1.1.6
The student will describe the consequences of WWI on the countries
involved in the war.
Standard 2: Describe the rise and fall of dictators in Europe, following World War I.
Benchmark Code
Benchmark
SS6.1.2.1
The student will describe the reasons for the Russian Revolution and
the rise of dictators.
SS6.1.2.2
The student will identify key figures including Karl Marx,
Bolsheviks, Nicholas II, Vladimir Lenin, Joseph Stalin, Benito
Mussolini, Adolph Hitler, General Hideki Tojo, and their role in the
rise of dictators.
SS.6.1.2.3
The student will analyze how environment, belief systems,
economics, ethnicity, or culture led to the rise of dictators.
Standard 3: The student will understand the causes, events, and results of WWII.
Benchmark Code
Benchmark
SS.6.1.3.1
The student will identify the causes of WWII.
SS.6.1.3.2
The student will list the sequence of main historical events of WWII
including Germany’s aggression in Europe, Japanese aggression in
Asia, Pearl Harbor, Iwo Jima, D-Day, and the Holocaust.
SS.6.1.3.3
The student will identify major personalities of WWII including
Roosevelt, Stalin, Churchill, Hirohito, Truman, Mussolini, Hitler,
MacArthur, and Eisenhower.
The student will discuss President Truman’s decision to drop the
atomic bomb on Hiroshima and Nagasaki.
SS.6.1.3.5
The student will discuss why Anne Frank is remembered as a
principal figure of WWII.
SS.6.1.3.6
The student will Summarize key figures and events of WWII in a
student-selected project.
Standard 4: Describe major events in Canadian history that impact current society.
Benchmark Code
Benchmark
SS.6.1.4.1
The student will explain the colonization of Canada by the French
and later the English.
SS.6.1.4.2
The student will explain how Canada became an independent nation.
SS.6.1.4.3
The student will prioritize 8-10 key events from Canada’s past on a
time line.
SS.6.1.4.4
The student will correlate one key event in Canada’s past to Canada
today, such as Quebec’s independence movement.
Standard 5: The students will identify the major events of Mexico’s Independence and
Revolution. (Spanish)
Benchmark Code
Benchmark
SS.6.1.5.1
The student will identify causes, major events, and important figures
of the Mexican Independence movement.
SS,6.1.5.2
The student will identify the characteristics of the years following its
independence from Spain.
SS.6.1.5.3
The student will analyze the reforms that lead to the establishment
of an independent Mexico.
SS,6.1.5.4
The student will analyze the causes of the Mexican Revolution.
SS,6.1.5.5
The student will list major events and figures involved in the
Mexican Revolution.
SS.6.1.5.6
The student will describe the reconstruction of Mexico after the
Revolution.
Strand 2: Geography.
Standard 1: The students will understand the strands of Social Studies and the themes of
Geography.
Benchmark Code
Benchmark
SS.6.2.1.1
The student will explain how geographers use the five themes of
Geography.
SS.6.2.1.2
The student will explain how physical processes have created
physical patterns on Earth’s surfaces.
SS.6.2.1.3
The student will analyze the effect of physical processes and the
physical environment on humans.
SS.6.2.1.4
The student will organize and interpret information presented on
maps.
SS.6.2.1.5
The student will identify major climate regions of the world and
how people have adapted to them.
SS.6.1.3.4
SS.6.2.1.6
The student will identify issues that arise when natural resources are
in relatively short supply.
SS.6.2.1.7
The student will describe how renewable and nonrenewable natural
resources are produced.
Standard 2: The students will apply the themes of geography to Canada.
Benchmark Code
Benchmark
SS.6.2.2.1
The student will describe and locate the 7 physical regions of
Canada.
SS.6.2.2.2
The student will reproduce a climate map of Canada and describe
the corresponding climate using a map key.
SS.6.2.2.3
The student will describe how Canada’s location, climate, and
natural resources have affected where people live and where
agricultural and industrial regions are located; and describe their
impact on trade especially the importance of the St. Lawrence
Seaway and the Great Lakes.
SS.6.2.2.4
The student will identify the reasons Canada has two official
languages, English and French, and the traditions, customs, and
religions of the English and French-speaking areas.
SS.6.2.2.5
The student will describe Canadian policies concerning pollution,
including acid rain and pollution of the Great Lakes, the extraction
and use of natural resources on the Canadian Shield, and timber
resources.
Standard 3: Students will discuss the importance of the study of population growth. (Spanish)
Benchmark Code
Benchmark
SS.6.2.3.1
The student will identify the principle characteristics of population
such as sex, age, and education level.
SS.6.2.3.2
The student will differentiate different types of migratory patterns.
SS.6.2.3.3
The student will analyze population distribution based on factors
such as birth, death, and age expectancy.
Standard 4: Apply geographical concepts to Mexico today.
Benchmark Code
Benchmark
SS.6.2.4.1
The student will describe the physical landforms of Mexico.
SS.6.2.4.2
The student will describe the climate regions of Mexico.
SS.6.2.4.3
The student Describe development of technology in Mexico.
SS.6.2.4.4
Discuss Mexico’s cultural diversity.
SS.6.2.4.5
List Mexico’s natural resources.
Strand 3: Government/Civics Understanding.
Standard 1: The students will be able to identify the skills of a good citizen based on the
understanding of justice and democratic principles.
Benchmark Code
Benchmark
SS.6.3.1.1
The student will describe how governments meet needs and wants of
individuals and society.
SS.6.3.1.2
The student will describe the elements of major political systems.
(e.g. monarchy, democracy, dictatorship)
SS.6.3.1.3
The student will identify issues involving the rights of individuals in
relation to the general welfare.
SS.6.3.1.4
The student will explain what citizenship means in terms of showing
respect for rules and laws.
Standard 2: The students will explain the organization and major responsibilities of the
Mexican government. (Spanish)
Benchmark Code
Benchmark
SS.6.3.2.1
The student will describe the main points in Mexico’s Constitution.
SS.6.3.2.2
The student will describe the three powers in Mexico’s government.
SS.6.3.2.3
The student will discuss the importance of civic participation.
Standard 3: The students will explain the organization and major responsibilities of Canadian
government.
Benchmark Code
Benchmark
SS.6.3.3.1
The student will explain the basic structure of the Canadian
government, including the type of government, form of leadership,
type of legislature.
SS.6.3.3.2
The student will simulate a class election based on the Canadian
parliamentary system.
SS.6.3.3.3
The student will compare Mexico’s and Canada’s government on a
Venn diagram.
Strand 4: Economic Understanding.
Standard 1: The students will explain and compare ways in which people satisfy their basic
needs and wants through the production of goods and services.
Benchmark Code
Benchmark
SS.6.4.1.1
The student will describe different economic systems (traditional,
command, market, and mixed) and how they answer the basic
economic questions (What to produce? How to produce? For whom
to produce?).
SS.6.4.1.2
The student will explain the basic types of economic systems found
in Canada and Mexico.
Standard 2: The students will describe how trade affects the way people earn their living in
regions of the world.
Benchmark Code
Benchmark
SS.6.4.2.1
The student will label natural resources and economic activities on
Canadian map.
SS.6.4.2.2
The student will locate countries and corresponding predominant
activities.
Science
Grade: 6
Benchmark Code - Discipline.Grade.Strand#.Standard#.Benchmark#
(Discipline Science = S)
Strand# - Life Science = 1, Chemistry = 2, Earth Science = 3, Physics= 4)
Example: S.4.2.1.1 – Science, Grade , Strand Chemistry, Standard 1, Benchmark 1
Strand: Life Science
Standard 1: Students recognize that plants and animals have evolved and adapted to changes in
the environment through different eras.
Benchmark Code
S.6.1.1.1
S.6.1.1.2
Benchmark
Start to recognize the evolution of living organisms.
Recognize the process of evolution relating natural selection* to
adaptation*. Natural selection*: process that permits survival of the
organisms that are more adapted to their environment.
Adaptation*:a form or structure modified to fit a changed
environment.
S.6.1.1.3
Recognize human evolution in different stages.
Standard 2: Students identify and reflect about body changes through different life stages, giving
emphasis to puberty and reproduction.
Benchmark Code
S.6.1.2.1
Benchmark
Know the main characteristics of life stages such as: infancy,
childhood, adolescence, adulthood and later adulthood.
S.6.1.2.2
Identify physical and psychological changes during puberty,
including male and female reproductive organs.
S.6.1.2.3
Reflect on how the Endocrine system controls growth and
development among other processes by negative feedback systems
that serve to keep changes within specified limits.
S.6.1.2.4
Comprehend human reproduction identifying three stages:
Fertilization, pregnancy and birth.
S.6.1.2.5
Understand basics on heredity such as the X and Y chromosomes
and that genetic information is transmitted through generations.
Standard 3: Students connect previous knowledge on body systems to conclude that the body
works as a whole.
Benchmark Code
Benchmark
S.6.1.3.1
Describe that human being have body systems for obtaining the
providing energy, defense, reproduction and the coordination of
body functions.
S.6.1.3.2
S.6.1.3.3
Describe that each system is composed of subsystems.
Reflect on the importance of having a well-balanced diet and having
healthy habits.
S.6.1.3.4
Identify causes that affect the well-being of the human body and
recognize disease prevention, control and care. Identify the
importance of the immune system.
S.6.1.3.5
Know prevention and first aid actions for situations such as: fire and
chemical burns, poisoning, earthquakes, fires, floods, hurricanes and
others.
S.6.1.3.6
Identify public signs that announce natural phenomena.
Standard 4: Students learn about addictions, sexually transmitted diseases (STD´s) and reflect
on how to prevent them.
Benchmark Code
S.6.1.4.1
Benchmark
Identify tobacco, alcohol, drugs and other addictive substances as
harmful to the human body.
S.6.1.4.2
Reflect on the consequences addictions cause to individuals and to
society.
S.6.1.4.3
S.6.1.4.4
Reflect on ways to prevent addictions.
Reflect on the consequences of having irresponsible sexual
intercourse. Identify and know the characteristics of three common
STD’s; syphilis, genital warts, herpes, gonorrhea, hepatitis and
AIDS.
Reflect on ways to prevent STD’s.
S.6.1.4.5
Strand: Earth Science
Standard 1: Students collect and organize data to identify relationships between physical objects,
life, events and processes. They use logical reasoning to question their own ideas as new
information challenges their conceptions of the natural world.
Benchmark Code
Benchmark
S.6.3.1.1
Know some theories on the origin of the universe and its evolution.
S.6.3.1.2
Know some theories on the formation of planet Earth and its
evolution.
S.6.3.1.3
Explain that Earth is one of several planets that orbit the sun, and
that the moon, as well as many artificial satellites and debris, orbit
around Earth.
S.6.3.1.4
S.6.3.1.5
Explain that we live on a planet which appears at present to be the
only body in the solar system capable of supporting life.
Know the main characteristics of the four geological eras:
Precambrian Era, Paleozoic Era, Mesozoic Era and Cenozoic Era.
S.6.3.1.6
S.6.3.1.7
Relate life evolution in the four geological eras.
Use models or drawings to explain main characteristics of
ecosystems and biomes.
S.6.3.1.8
Explain that in all environments, such as freshwater, marine, forest,
desert, grassland, mountain and others, organisms with similar needs
may compete with one another for resources, such as food, space,
water, air and shelter. Note that in any environment, the growth and
survival of organisms depend on the physical conditions.
Explain that fresh water, limited in supply and uneven in
distribution, is essential for life and also for most industrial
processed. Understand that this resource can be depleted or
polluted, making it unavailable or unsuitable for life.
Illustrate that the cycling of water in and out of the atmosphere plays
an important role in determining climatic patterns.
S.6.3.1.9
S.6.3.1.10
S.6.3.1.11
Explain the main characteristics of the carbon cycle. Illustrate how
carbon is present in different ways and how it may be harmful if the
cycle is not in equilibrium.
Standard 2: Students reflect on population growth and its effect on our planet. They use logical
reasoning to question their own ideas as new information challenges their conceptions of
population.
Benchmark Code
S.6.3.2.1
Benchmark
Know how population is growing the world. Compare population
growth rate in different eras.
S.6.3.2.2
S.6.3.2.3
S.6.3.2.4
S.6.3.2.5
S.6.3.2.6
S.6.3.2.7
Know and reflect on population growth in Mexico.
Reflect on the needs and consequences of over population.
Reflect on production and consumption of food.
Know properties of soil and its relation to produce.
Relate economical status to eating habits.
Identify, explain and discuss some effects human activities, such as
the creation of pollution, reduction of forests and an increasing
amount and variety of chemicals released into the atmosphere and
farming intensively, have on weather, atmosphere, and the capacity
of the environment to support some life forms.
Identify and reflect on actions to be taken to continue having natural
resources. Identify how team work and technology can play an
important role on this situation.
S.6.3.2.8
Strand: Physics
Standard 1: Students design investigations and controlled experiments. They use computers and
other technology to collect and analyze data. They prepare tables and graphs, explain findings
and can relate how they conduct investigations to how the scientific enterprise functions as a
whole.
Benchmark Code
Benchmark
S.6.4.1.1
Give examples of different ways scientists investigate natural
phenomena and identify processes all scientists use, such as
collections of relevant evidence, the use of logical reasoning, and
the application of imagination in devising hypotheses* and
explanations, in order to make sense of the evidence. *Hypothesis:
an informed guess or tentative explanation for which there is not yet
much evidence.
S.6.4.1.2
Identify the scientific skills and give examples of their use in
everyday life.
S.6.4.1.3
Recognize and explain that hypotheses are valuable, even if they
turn out not to be true, if they lead to fruitful investigations.
S.6.4.1.4
S.6.4.1.5
Know and follow the steps of the scientific method.
Give examples of employers who hire scientists, such as colleges
and universities, businesses and industries, hospitals and many
government agencies.
S.6.4.1.6
Identify places where scientists work, including offices, classrooms,
laboratories, farms, factories and natural field settings ranging from
space to the ocean floor.
S.6.4.1.7
Explain that computers have become invaluable in science because
they speed up and extend people’s ability to collect, store, compile,
and analyze data; prepare research reports; and share data and ideas
with investigators all over the world.
Explain that technology is essential to science for such purposes as
access to outer space and other remote locations, sample collection
and treatment, measurement, data collection and storage,
computation and communication of information.
Select tools, such as cameras and tape recorders, for capturing
information.
Organize information in simple tables and graphs and identify
relationships they reveal. Use tables and graphs as examples of
evidence for explanations when writing essays or writing about lab
work, fieldwork, etc.
Locate information in reference books, back issues of newspapers
and magazines, CD-ROMs and computer databases.
Analyze and interpret a given set of findings, demonstrating that
there may be more than one good way to do so.
S.6.4.1.8
S.6.4.1.9
S.6.4.1.10
S.6.4.1.11
S.6.4.1.12
Standard 2: Students design investigations and controlled experiments. They make and use
simple machines and relate them to the complex machines to explain how they have made work
easier. They prepare tables and graphs, explain findings and can relate how they conduct
investigations to how the scientific enterprise functions as a whole
Benchmark Code
Benchmark
S.6.4.2.1
Recognize and describe that energy is a property of many objects
and is associated with heat, light, electricity, mechanical motion and
sound.
S.6.4.2.2
Identify simple machines: lever, pulley, inclined plane, screw, wheel
and wedge. Use words such as effort, load, fulcrum and mechanical
advantage when explaining the characteristics of simple machines
and how they work.
S.6.4.2.3
Relate simple machines to complex ones like bands, gears,
transmission devices and any other machine used everyday.
S.6.4.2.4
Reflect on the important role machines play on production
processes.