Gizmos for Minnesota - Science: 6th Grade (Academic Standards adopted 2019)

This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below for more information.

1: : Exploring phenomena or engineering problems

1.1: : Asking questions and defining problems

1.1.1: : Students will be able to ask questions about aspects of the phenomena they observe, the conclusions they draw from their models or scientific investigations, each other’s ideas, and the information they read.

1.1.1.3: : ESS: Earth and Human Activity

6E.1.1.1.3: : Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.

1.2: : Planning and carrying out investigations

1.2.1: : Students will be able to design and conduct investigations in the classroom, laboratory, and/or field to test students’ ideas and questions, and will organize and collect data to provide evidence to support claims the students make about phenomena.

1.2.1.1: : ESS: Earth’s Systems

6E.1.2.1.1: : Collect data and use digital data analysis tools to identify patterns to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions.

2: : Looking at data and empirical evidence to understand phenomena or solve problems

2.1: : Analyzing and interpreting data

2.1.1: : Students will be able to represent observations and data in order to recognize patterns in the data, the meaning of those patterns, and possible relationships between variables.

2.1.1.1: : ESS: Earth’s Place in the Universe

6E.2.1.1.1: : Analyze and interpret data to determine similarities and differences among features and processes occurring on solar system objects.

2.1.1.2: : ESS: Earth’s Systems

6E.2.1.1.2: : Analyze and interpret data on the distribution of fossils, rocks, continental shapes, and seafloor structures to provide evidence of past plate motions.

2.1.1.3: : ESS: Earth and Human Activity

6E.2.1.1.3: : Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.

3: : Developing possible explanations of phenomena or designing solutions to engineering problems

3.1: : Developing and using models

3.1.1: : Students will be able to develop, revise, and use models to represent the students’ understanding of phenomena or systems as they develop questions, predictions and/or explanations, and communicate ideas to others.

3.1.1.1: : ESS: Earth’s Place in the Universe

6E.3.1.1.1: : Develop and use scale models of solar system objects to describe the sizes of objects, the location of objects, and the motion of the objects; and include the role that gravity and inertia play in controlling that motion.

3.1.1.2: : ESS: Earth’s Systems

6E.3.1.1.2: : Develop a model, based on observational evidence, to describe the cycling and movement of Earth’s rock material and the energy that drives these processes.

6E.3.1.1.3: : Develop a model, based on observational and experimental evidence, to describe the cycling of water through Earth’s systems driven by energy from the Sun and the force of gravity.

3.2: : Constructing explanations and designing solutions

3.2.1: : Students will be able to apply scientific principles and empirical evidence (primary or secondary) to explain the causes of phenomena or identify weaknesses in explanations developed by the students or others.

3.2.1.2: : ESS: Earth and Human Activity

6E.3.2.1.3: : Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

4: : Communicating reasons, arguments and ideas to others

4.1: : Engaging in argument from evidence

4.1.1: : Students will be able to engage in argument from evidence for the explanations the students construct, defend and revise their interpretations when presented with new evidence, critically evaluate the scientific arguments of others, and present counterarguments.

4.1.1.1: : ESS: Earth’s Systems

6E.4.1.1.1: : Construct an argument, supported by evidence, for how geoscience processes have changed Earth’s surface at varying time and spatial scales.

4.2: : Obtaining, evaluating and communicating information

4.2.2: : Students will be able to gather information about and communicate the methods that are used by various cultures, especially those of Minnesota American Indian Tribes and communities, to develop explanations of phenomena and design solutions to problems.

4.2.1.1: : ESS: Earth’s Place in the Universe

6E.4.2.2.1: : Communicate how a series of models, including those used by Minnesota American Indian Tribes and communities and other cultures, are used to explain how motion in the Earth-Sun-Moon system causes the cyclic patterns of lunar phases, eclipses and seasons.

Correlation last revised: 3/14/2023

Minnesota - Science: 6th Grade

Academic Standards | Adopted: 2019

1: : Exploring phenomena or engineering problems

2: : Looking at data and empirical evidence to understand phenomena or solve problems

3: : Developing possible explanations of phenomena or designing solutions to engineering problems

4: : Communicating reasons, arguments and ideas to others