STUDENT OUTCOMES GR 6 SCIENCE
TOPIC A: AIR AND AERODYNAMICS
 I can provide evidence that air takes up space and
exerts pressure.
 I can provide evidence that air is a fluid and is capable
of being compressed.
 I can describe and demonstrate instances in which air
movement across a surface results in lift (Bernoulli’s
principle).
 I can recognize that in order for devices or living
things to fly, they must have lift to overcome the
downward force of gravity.
 I can identify adaptations that enable birds and
insects to fly.
 I can describe means of propulsion for flying animals
and aircraft.
 I can recognize that streamlining reduces drag. I can
predict the effects of design changes on the drag of
aircraft or their components.
 I can recognize that air is composed of different gases
and identify evidence of these.
STUDENT OUTCOMES – GR 6 SCIENCE
TOPIC B: FLIGHT
 I can conduct tests of model parachute designs and
identify changes to improve the design.
 I can describe the design of a hot-air baloon and
principles by which its rising and falling are
controlled.
 I can conduct tests of glider designs and modify it so
it flies farther, stays up longer, or flies in a desired
way.
 I can recognize the importance of stability and control
to aircraft flight. I can design, construct and test
control surfaces.
 I can apply appropriate vocabulary in referring to
control surfaces and components of aircraft (wing,
fuselage, vertical and horizontal stabilizers, elevators,
ailerons, rudder)
 I can construct and test propellers and other devices
to propel model aircraft.
 I can describe difference in design between aircraft
and spacecraft and identify reasons for the
differences.
STUDENT OUTCOMES – GR 6 SCIENCE
TOPIC C: SKY SCIENCE
 I can recognize that sun and stars emit light and most other bodies in
space are seen by reflected light.
 I can describe the location and movement of individual stars or
constellations.
 I can recognize that the movement of objects in the night sky is
regular and predictable, and explain how this movement is related to
Earth`s rotation.
 I can explain that the Sun should never be viewed directly nor by use
of telescopes and filters, and that safety precautions should be taken
to view it.
 I can construct and use a device to plot movement of the sun over
the course of a day. (sundials or shadow sticks).
 I can describe seasonal changes in length of day and night and angle
of the Sun.
 I can recognize that the Moon`s phases are regular adn predictable,
and describe the cycle of its phases.
 I can illustrate the phases of the Moon in drawings or by using
models.
 I can identify the other known planets revolving around the Sun, and
describe their different characteristics and surface conditions.
 I can recognize that other planets have moons, and identify
similarities and differences in the characteristics of those moons.
 I can identify technologies and procedures by which we have
gathered knowledge of planets, or other objects in the night sky.
 I understand that the sun, earth, moon are part of a solar system
that occupies only a tiny part of the known universe.
STUDENT OUTCOMES – GR 6 SCIENCE
TOPIC D: EVIDENCE AND INVESTIGATION
 I can recognize evidence of human or animal activity
in a natural outdoor setting.
 I can observe footprints and infer direction and speed
of travel.
 I can recognize that evidence at a scene has unique
characteristics and allows investigators to make
inferences.
 I can investigate evidence and link it to possible
sources.
 I can investigate evidence by classifying footprints,
tire prints, and soil samples.
 I can investigate evidence by analyzing ink from
different pens using paper chromatography
 I can investigate evidence by analyzing handwriting
samples to identify the handwriting of a specific
person.
 I can investigate evidence by comparing samples of
fabric.
 I can investigate evidence by classifying fingerprints
collected from varieties of surfaces.
STUDENT OUTCOMES GRADE 6 SCIENCE
TOPIC E: TREES AND FORESTS
 I can identify reasons why trees and forests are valued.
 I can describe kinds of plants and animals found living on,
under, and among trees. I can describe how trees are
affected by these living things.
 I can describe the role of trees in nutrient cycles and
production of oxygen.
 I can identify general characteristics that distinguish trees
from other plants.
 I can distinguish deciduous from coniferous trees.
 I can identify characteristics of at least four trees found in
the local environment. (2 deciduous and 2 coniferous).
 I can describe and classify leaf shapes, leaf arrangements,
branching patterns, and overall form of the trees.
 I can interpret growth patterns of a young tree.
 I can distinguish this year`s growth from the previous years
through differences in coloration, texture, and scars.
 I can identify human uses of forests and compare patterns of
use from modern and historical times.
 I can identify human actions that enhance or threaten
existence of forests.
 I can identify an issue regarding use of forests, and identify
different perspectives on that issue, and actions which may
be taken.