Gizmos for Texas - Science: 6th Grade (Essential Knowledge and Skills (Implemented Fall 2024) adopted 2021)

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

6.1: Scientific and engineering practices. The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.

6.1.A: The student is expected to: ask questions and define problems based on observations or information from text, phenomena, models, or investigations;

6.1.B: The student is expected to: use scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems;

6.1.D: The student is expected to: use appropriate tools such as graduated cylinders, metric rulers, periodic tables, balances, scales, thermometers, temperature probes, laboratory ware, timing devices, pH indicators, hot plates, models, microscopes, slides, life science models, petri dishes, dissecting kits, magnets, spring scales or force sensors, tools that model wave behavior, satellite images, hand lenses, and lab notebooks or journals;

6.1.E: The student is expected to: collect quantitative data using the International System of Units (SI) and qualitative data as evidence;

6.1.G: The student is expected to: develop and use models to represent phenomena, systems, processes, or solutions to engineering problems; and

6.2: Scientific and engineering practices. The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs.

6.2.C: The student is expected to: use mathematical calculations to assess quantitative relationships in data; and

6.3: Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions.

6.3.A: The student is expected to: develop explanations and propose solutions supported by data and models and consistent with scientific ideas, principles, and theories;

6.3.B: The student is expected to: communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and

6.3.C: The student is expected to: engage respectfully in scientific argumentation using applied scientific explanations and empirical evidence.

6.5: Recurring themes and concepts. The student understands that recurring themes and concepts provide a framework for making connections across disciplines.

6.5.A: The student is expected to: identify and apply patterns to understand and connect scientific phenomena or to design solutions;

6.5.B: The student is expected to: identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems;

6.5.D: The student is expected to: examine and model the parts of a system and their interdependence in the function of the system;

6.5.E: The student is expected to: analyze and explain how energy flows and matter cycles through systems and how energy and matter are conserved through a variety of systems;

6.5.G: The student is expected to: analyze and explain how factors or conditions impact stability and change in objects, organisms, and systems.

6.6: Matter and energy. The student knows that matter is made of atoms, can be classified according to its properties, and can undergo changes.

6.6.A: The student is expected to: compare solids, liquids, and gases in terms of their structure, shape, volume, and kinetic energy of atoms and molecules;

6.6.D: The student is expected to: compare the density of substances relative to various fluids; and

6.6.E: The student is expected to: identify the formation of a new substance by using the evidence of a possible chemical change, including production of a gas, change in thermal energy, production of a precipitate, and color change.

6.7: Force, motion, and energy. The student knows the nature of forces and their role in systems that experience stability or change.

6.7.A: The student is expected to: identify and explain how forces act on objects, including gravity, friction, magnetism, applied forces, and normal forces, using real-world applications;

6.7.C: The student is expected to: identify simultaneous force pairs that are equal in magnitude and opposite in direction that result from the interactions between objects using Newton's Third Law of Motion.

6.8: Force, motion, and energy. The student knows that the total energy in systems is conserved through energy transfers and transformations.

6.8.A: The student is expected to: compare and contrast gravitational, elastic, and chemical potential energies with kinetic energy;

6.8.B: The student is expected to: describe how energy is conserved through transfers and transformations in systems such as electrical circuits, food webs, amusement park rides, or photosynthesis; and

6.8.C: The student is expected to: explain how energy is transferred through transverse and longitudinal waves.

6.9: Earth and space. The student models the cyclical movements of the Sun, Earth, and Moon and describes their effects.

6.9.A: The student is expected to: model and illustrate how the tilted Earth revolves around the Sun, causing changes in seasons; and

6.9.B: The student is expected to: describe and predict how the positions of the Earth, Sun, and Moon cause daily, spring, and neap cycles of ocean tides due to gravitational forces.

6.1: Earth and space. The student understands the rock cycle and the structure of Earth.

6.10.A: The student is expected to: differentiate between the biosphere, hydrosphere, atmosphere, and geosphere and identify components of each system;

6.10.C: The student is expected to: describe how metamorphic, igneous, and sedimentary rocks form and change through geologic processes in the rock cycle.

6.12: Organisms and environments. The student knows that interdependence occurs between living systems and the environment.

6.12.A: The student is expected to: investigate how organisms and populations in an ecosystem depend on and may compete for biotic factors such as food and abiotic factors such as availability of light and water, range of temperatures, or soil composition;

6.12.B: The student is expected to: describe and give examples of predatory, competitive, and symbiotic relationships between organisms, including mutualism, parasitism, and commensalism; and

6.13: Organisms and environments. The student knows that organisms have an organizational structure and variations can influence survival of populations.

6.13.B: The student is expected to: identify and compare the basic characteristics of organisms, including prokaryotic and eukaryotic, unicellular and multicellular, and autotrophic and heterotrophic; and

6.13.C: The student is expected to: describe how variations within a population can be an advantage or disadvantage to the survival of a population as environments change.

Correlation last revised: 8/10/2026

Texas - Science: 6th Grade

Essential Knowledge and Skills (Implemented Fall 2024) | Adopted: 2021