TEKS for Science Grade 6

(6.1) Scientific processes. The student conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices. The student is expected to:

(A) demonstrate safe practices during field and laboratory investigations;

(B) make wise choices in the use and conservation of resources and the disposal or recycling of materials.

(6.2) Scientific processes. The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to:

(A) plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting and using equipment and technology;
• The Scientific Method: How We Know What We Know
  http://www.beyondbooks.com/lif71/1f.asp
  

(B) collect data by observing and measuring;

(C) analyze and interpret information to construct reasonable explanations from direct and indirect evidence;

(D) communicate valid conclusions;

(E) construct graphs, tables, maps, and charts using tools including computers to organize, examine, and evaluate data.

(6.3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:

(A) analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information;

Students can use the content from Beyond Books science programs to help achieve this standard.


(B) draw inferences based on data related to promotional materials for products and services;

(C) represent the natural world using models and identify their limitations;

Students can use the content from Beyond Books science programs to help achieve this standard.


(D) evaluate the impact of research on scientific thought, society, and the environment;

Students can use the content from Beyond Books science programs to help achieve this standard.


(E) connect Grade 6 science concepts with the history of science and contributions of scientists.

Students can use the content from Beyond Books science programs to help achieve this standard.

(6.4) Scientific processes. The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to:

(A) collect, analyze, and record information using tools including beakers, petri dishes, meter sticks, graduated cylinders, weather instruments, timing devices, hot plates, test tubes, safety goggles, spring scales, magnets, balances, microscopes, telescopes, thermometers, calculators, field equipment, compasses, computers, and computer probes;

(B) identify patterns in collected information using percent, average, range, and frequency.

(6.5) Scientific concepts. The student knows that systems may combine with other systems to form a larger system. The student is expected to:

(A) identify and describe a system that results from the combination of two or more systems such as in the solar system;
• Earth Within the Solar System AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear81/1.asp
  
• Earth's Cycles: Rotation and Revolution AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear81/2.asp
  
• The Water Cycle AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear81/3.asp
  
• Surface Water Systems
  http://www.beyondbooks.com/ear81/5.asp
  
• Rivers and Streams
  http://www.beyondbooks.com/ear81/5b.asp
  
• Groundwater
  http://www.beyondbooks.com/ear81/5c.asp
  
• Troposphere: All Mixed Up
  http://www.beyondbooks.com/ear81/6b.asp
  
• Earth's Climate
  http://www.beyondbooks.com/ear81/7.asp
  
• Temperature Factors
  http://www.beyondbooks.com/ear81/7b.asp
  
• Precipitation Factors
  http://www.beyondbooks.com/ear81/7c.asp
  
• How's the Weather? AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear81/8.asp
  
• Solar Effects
  http://www.beyondbooks.com/ear81/9b.asp
  
• Wild and Woolly Weather AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear81/10.asp
  
• Earth's Structure AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear82/1.asp
  
• Plate Tectonics AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear82/2.asp
  
• Earthquakes AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear82/3.asp
  
• Volcanoes: Part 1 AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear82/4.asp
  
• Volcanoes: Part 2 AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear82/5.asp
  
• The Rock Cycle AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear82/7.asp
  
• Weathering and Soils AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear82/8.asp
  
• Surface Processes AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear82/9.asp
  
• The Living Earth AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear82/11.asp
  
• Our Role in Earth's Future AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear82/12.asp
  Students can use the content from these focus areas to help achieve this standard.
  

(B) describe how the properties of a system are different from the properties of its parts.
• Earth Within the Solar System AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear81/1.asp
  
• Earth's Cycles: Rotation and Revolution AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear81/2.asp
  
• The Water Cycle AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear81/3.asp
  
• Surface Water Systems AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear81/5.asp
  
• Rivers and Streams
  http://www.beyondbooks.com/ear81/5b.asp
  
• Groundwater
  http://www.beyondbooks.com/ear81/5c.asp
  
• Troposphere: All Mixed Up
  http://www.beyondbooks.com/ear81/6b.asp
  
• Earth's Climate AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear81/7.asp
  
• How's the Weather? AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear81/8.asp
  
• Cyclonic Storms
  http://www.beyondbooks.com/ear81/10d.asp
  
• Earth's Structure AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear82/1.asp
  
• Plate Tectonics AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear82/2.asp
  
• Earthquakes AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear82/3.asp
  
• Volcanoes: Part 1 AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear82/4.asp
  
• Volcanoes: Part 2 AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear82/5.asp
  
• The Rock Cycle AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear82/7.asp
  
• Weathering and Soils AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear82/8.asp
  
• Surface Processes AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear82/9.asp
  
• The Living Earth AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear82/11.asp
  
• Our Role in Earth's Future AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear82/12.asp
  
• Life Science: Part 1 PROGRAM
  http://www.beyondbooks.com/lif71/index.asp
  Students can use the content from these focus areas to help achieve this standard.
  

(6.6) Science concepts. The student knows that there is a relationship between force and motion. The student is expected to:

(A) identify and describe the changes in position, direction of motion, and speed of an object when acted upon by force;

(B) demonstrate that changes in motion can be measured and graphically represented; and

(C) identify forces that shape features of the Earth including uplifting, movement of water, and volcanic activity.

• Tidal Force
  http://www.beyondbooks.com/ear81/2c.asp
  
• The Water Cycle
  http://www.beyondbooks.com/ear81/3.asp
  
• Transport
  http://www.beyondbooks.com/ear81/3c.asp
  
• Runoff
  http://www.beyondbooks.com/ear81/3g.asp
  
• Continental Margins
  http://www.beyondbooks.com/ear81/4d.asp
  
• Ocean Basins
  http://www.beyondbooks.com/ear81/4e.asp
  
• Surface Water Systems
  http://www.beyondbooks.com/ear81/5.asp
  
• Lakes, Swamps, and Marshes
  http://www.beyondbooks.com/ear81/5a.asp
  
• Rivers and Streams
  http://www.beyondbooks.com/ear81/5b.asp
  
• Groundwater
  http://www.beyondbooks.com/ear81/5c.asp
  
• There's Something in the Air
  http://www.beyondbooks.com/ear81/6a.asp
  
• Earth's Structure AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear82/1.asp
  
• Plate Tectonics AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear82/2.asp
  
• Volcanoes: Part 1 AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear82/4.asp
  
• Volcanoes: Part 2 AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear82/5.asp
  
• The Rock Cycle AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear82/7.asp
  
• Weathering and Soils
  http://www.beyondbooks.com/ear82/8.asp
  
• Weathering Processes
  http://www.beyondbooks.com/ear82/8a.asp
  
• Surface Processes AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear82/9.asp
  

(6.7) Science concepts. The student knows that substances have physical and chemical properties. The student is expected to:

(A) demonstrate that new substances can be made when two or more substances are chemically combined and compare the properties of the new substances to the original substances; and

(B) classify substances by their physical and chemical properties.

(6.8) Science concepts. The student knows that complex interactions occur between matter and energy. The student is expected to:

(A) define matter and energy;

(B) explain and illustrate the interactions between matter and energy in the water cycle and in the decay of biomass such as in a compost bin.

• The Water Cycle AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear81/3.asp
  
• Moisture
  http://www.beyondbooks.com/ear81/8d.asp
  
• The Nitrogen Cycle
  http://www.beyondbooks.com/ear82/11a.asp
  
• Energy and Organisms AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/lif71/2.asp
  
• Energy for Life
  http://www.beyondbooks.com/lif71/6.asp
  

(C) describe energy flow in living systems including food chains and food webs.
• Energy and Organisms AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/lif71/2.asp
  

(6.9) Science concepts. The student knows that obtaining, transforming, and distributing energy affects the environment. The student is expected to:

(A) Identify energy transformations occurring during the production of energy for human use such as electrical energy to heat energy or heat energy to electrical energy;

(B) compare methods used for transforming energy in devices such as water heaters, cooling systems, or hydroelectric and wind power plants;

(C) research and describe energy types from their source to their use and determine if the type is renewable, non-renewable, or inexhaustible.

• Natural Resources: Use and Re-Use
  http://www.beyondbooks.com/ear82/12b.asp
  

(6.10) Science concepts. The student knows the relationship between structure and function in living systems. The student is expected to:

(A) differentiate between structure and function;
• The Cell: Down to Basics AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/lif71/4.asp
  

(B) determine that all organisms are composed of cells that carry on functions to sustain life;
• Organization of Living Things
  http://www.beyondbooks.com/lif71/1a.asp
  
• The Cell: Down to Basics AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/lif71/4.asp
  

(C) identify how structure complements function at different levels of organization including organs, organ systems, organisms, and populations.
• Organization of Living Things
  http://www.beyondbooks.com/lif71/1a.asp
  

(6.11) Science concepts. The student knows that traits of species can change through generations and that the instructions for traits are contained in the genetic material of the organisms. The student is expected to:

(A) identify some changes in traits that can occur over several generations through natural occurrence and selective breeding;
• Genetics AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/lif71/8.asp
  

(B) identify cells as structures containing genetic material;
• Reproduction
  http://www.beyondbooks.com/lif71/1c.asp
  
• The Nucleus
  http://www.beyondbooks.com/lif71/4c.asp
  
• DNA Upclose and Personal
  http://www.beyondbooks.com/lif71/9.asp
  

(C)interpret the role of genes in inheritance.
• Reproduction
  http://www.beyondbooks.com/lif71/1c.asp
  
• Genetics AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/lif71/8.asp
  
• DNA Upclose and Personal AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/lif71/9.asp
  

(6.12) Science concepts. The student knows that the responses of organisms are caused by internal or external stimuli. The student is expected to:

(A) identify responses in organisms to internal stimuli such as hunger or thirst;
• Response to Environment
  http://www.beyondbooks.com/lif71/1e.asp
  

(B) identify responses in organisms to external stimuli such as the presence or absence of heat or light;
• Response to Environment
  http://www.beyondbooks.com/lif71/1e.asp
  
• Environmental Conditions
  http://www.beyondbooks.com/lif71/5c.asp
  

(C) identify components of an ecosystem to which organisms may respond.
• Response to Environment
  http://www.beyondbooks.com/lif71/1e.asp
  

(6.13) Science concepts. The student knows components of our solar system. The student is expected to:

(A) identify characteristics of objects in our solar system including the Sun, planets, meteorites, comets, asteroids, and moons;
• Earth Within the Solar System AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear81/1.asp
  
• Earth's Cycles: Rotation and Revolution AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear81/2.asp
  

(B) describe types of equipment and transportation needed for space travel.
• Earth Within the Solar System
  http://www.beyondbooks.com/ear81/1.asp
  

(6.14) Science concepts. The student knows the structures and functions of Earth systems. The student is expected to:

(A) summarize the rock cycle;
• The Rock Cycle AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear82/7.asp
  

(B) identify relationships between groundwater and surface water in a watershed;
• Groundwater
  http://www.beyondbooks.com/ear81/3e.asp
  
• Runoff
  http://www.beyondbooks.com/ear81/3g.asp
  
• Rivers and Streams
  http://www.beyondbooks.com/ear81/5b.asp
  
• Groundwater
  http://www.beyondbooks.com/ear81/5c.asp
  
• The Water Table
  http://www.beyondbooks.com/ear81/5d.asp
  

(C) describe components of the atmosphere, including oxygen, nitrogen, and water vapor, and identify the role of atmospheric movement in weather change.
• Evaporation
  http://www.beyondbooks.com/ear81/3a.asp
  
• Condensation
  http://www.beyondbooks.com/ear81/3b.asp
  
• Transport
  http://www.beyondbooks.com/ear81/3c.asp
  
• Precipitation
  http://www.beyondbooks.com/ear81/3d.asp
  
• Transpiration
  http://www.beyondbooks.com/ear81/3f.asp
  
• Atmospheric Structure and Composition AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear81/6.asp
  
• Temperature Factors
  http://www.beyondbooks.com/ear81/7b.asp
  
• Precipitation Factors
  http://www.beyondbooks.com/ear81/7c.asp
  
• Climatic Change
  http://www.beyondbooks.com/ear81/7d.asp
  
• How's the Weather? AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear81/8.asp
  
• Jet Stream
  http://www.beyondbooks.com/ear81/9c.asp
  
• Wild and Woolly Weather AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ear81/10.asp
  
• The Nitrogen Cycle
  http://www.beyondbooks.com/ear82/11a.asp
  
• The Carbon Cycle
  http://www.beyondbooks.com/ear82/11b.asp
  
• The Oxygen Cycle
  http://www.beyondbooks.com/ear82/11c.asp