Grade 6 Science SOL Standards

Networking and the Internet

Impacts of Computing

Data and Analysis

Cybersecurity

Computing Systems

Algorithms and Programming

Earth Resources

Earth and Space Systems

Matter

Force, Motion, and Energy

Scientific and Engineering Practices

Science and Technology Since the Turn of the Century

Late 20th–Early 21st Century

The Cold War

The Second World War and America’s Transformation

Industrialization and Growth

Effects of Reconstruction

Westward Expansion and Its Impact on Indigenous Peoples

Skills

The student will construct programs to accomplish a task as a means of creative expression or scientific exploration using a block based or text based programming language, both independently and collaboratively,

The student will demonstrate an understanding of scientific and engineering practices by

combining control structures such as if-statements and loops; and

asking questions and defining problems

ask questions to determine relationships between independent and dependent variables

develop hypotheses and identify independent and dependent variables

offer simple solutions to design problems

creating clearly named variables that represent different data types, including numeric and non-numeric data, and perform operations on their values.

planning and carrying out investigations

independently and collaboratively plan and conduct observational and experimental investigations; identify variables, constants, and controls where appropriate, and include the safe use of chemicals and equipment

evaluate the accuracy of various methods for collecting data

take metric measurements using appropriate tools

use tools and materials to design and/or build a device to solve a specific problem

interpreting, analyzing, and evaluating data

organize data sets to reveal patterns that suggest relationships

construct, analyze, and interpret graphical displays of data

compare and contrast data collected by different groups and discuss similarities and differences in findings

use data to evaluate and refine design solutions

constructing and critiquing conclusions and explanations

construct explanations that includes qualitative or quantitative relationships between variables

construct scientific explanations based on valid and reliable evidence obtained from sources (including the students' own investigations)

generate and compare multiple solutions to problems based on how well they meet the criteria and constraints

developing and using models

use scale models to represent and estimate distance

use, develop, and revise models to predict and explain phenomena

evaluate limitations of models

obtaining, evaluating, and communicating information

read scientific texts, including those adapted for classroom use, to obtain scientific and/or technical information

gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication

construct, use, and/or present an argument supported by empirical evidence and scientific reasoning

The student will use models and simulations to formulate, refine, and test hypotheses.

The student will explain how computing has impacted innovations in other fields.

The student will explore careers related to data.

The student will explain why the speed of data transmission across the Internet can vary depending on the type of data being transmitted.

The student will trace programs to predict outcomes and debug (correct and improve) for correctness.

The student will investigate and understand that the solar system is organized and the various bodies in the solar system interact. Key ideas include

matter is distributed throughout the solar system;

planets have different sizes and orbit at different distances from the sun;

gravity contributes to orbital motion; and

the understanding of the solar system has developed over time.

The student will seek and incorporate feedback from team members and users to refine a program that meets user needs.

The student will investigate and understand that there is a relationship between the sun, Earth, and the moon. Key ideas include

Earth has unique properties;

the rotation of Earth in relationship to the sun causes day and night;

the movement of Earth and the moon in relationship to the sun causes phases of the moon;

Earth's tilt as it revolves around the sun causes the seasons; and

the relationship between Earth and the moon is the primary cause of tides.

The student will incorporate existing code, media, and libraries into original programs, and give attribution.

The student will investigate and understand that there are basic sources of energy and that energy can be transformed. Key ideas include

the sun is important in the formation of most energy sources on Earth;

Earth's energy budget relates to living systems and Earth's processes;

radiation, conduction, and convection distribute energy; and

energy transformations are important in energy usage.

The student will design projects that combine hardware and software components to collect and exchange data.

The student will investigate and understand that all matter is composed of atoms. Key ideas include

atoms consist of particles, including electrons, protons, and neutrons;

atoms of a particular element are similar but differ from atoms of other elements;

elements may be represented by chemical symbols;

two or more atoms interact to form new substances, which are held together by electrical forces (bonds);

compounds may be represented by chemical formulas;

chemical equations can be used to model chemical changes; and

a few elements comprise the largest portion of the solid Earth, living matter, the oceans, and the atmosphere.

The student will identify physical and digital security measures used protect electronic information.

The student will investigate and understand that water has unique physical properties and has a role in the natural and human-made environment. Key ideas include

water is referred to as the universal solvent;

water has specific properties;

thermal energy has a role in phase changes;

water has a role in weathering;

large bodies of water moderate climate; and

water is important for agriculture, power generation, and public health.

The student will explain how binary sequences are used to represent digital data. Exclusion: Conversions between binary and base-ten numbers are beyond the scope of these standards.

The student will investigate and understand that air has properties and that Earth's atmosphere has structure and is dynamic. Key ideas include

air is a mixture of gaseous elements and compounds;

the atmosphere has physical characteristics;

properties of the atmosphere change with altitude;

there is a relationship between air movement, thermal energy, and weather conditions;

atmospheric measures are used to predict weather conditions; and

weather maps give basic information about fronts, systems, and weather measurements.

The student will collect data using computational tools then clean and organize to make it more useful and reliable.

The student will investigate and understand that land and water have roles in watershed systems. Key ideas include

a watershed is composed of the land that drains into a body of water;

Virginia is composed of multiple watershed systems which have specific features;

the Chesapeake Bay is an estuary that has many important functions; and

natural processes, human activities, and biotic and abiotic factors influence the health of a watershed system.

The student will explain the insight and knowledge gained from digitally processed data by using appropriate visualizations.

The student will investigate and understand that humans impact the environment and individuals can influence public policy decisions related to energy and the environment. Key ideas include

natural resources are important to protect and maintain;

renewable and nonrenewable resources can be managed;

major health and safety issues are associated with air and water quality;

major health and safety issues are related to different forms of energy;

preventive measures can protect land-use and reduce environmental hazards; and

there are cost/benefit tradeoffs in conservation policies.

The student will apply history and social science skills to the content by

synthesizing evidence from information sources, including, but not limited to artifacts, primary and secondary sources, charts, graphs, and diagrams to understand events in United States history

applying geographic skills to determine and predict patterns and trends of people, places, and events

developing questions, enhancing curiosity, and engaging in critical thinking and analysis

integrating evidence to construct and analyze timelines, classify events, and distinguish fact from opinion

comparing and contrasting people, places, events, and historical and political perspectives

determining and explaining cause-and-effect relationships

using an economic decision-making model to analyze the costs and benefits and explain the incentives and consequences of a specific choice made in U.S. history

engaging and communicating as a civil and informed individual with persons with different perspectives

developing products that reflect an understanding of content

The student will apply history and social science skills to examine westward expansion after the mid-19th century by

explaining how technology allowed settlers to adapt to the physical features and climate of the West

identifying the motivations for westward expansion

examining the impact of policies, legislation, and treaties associated with the growth of the nation

explaining the effect that the growth of the United States had on Indigenous peoples

The student will apply history and social science skills to understand the ongoing effects of Reconstruction on American life after the mid-19th century by

describing the impact of the assassination of Abraham Lincoln and the political aftermath of the Civil War

analyzing the goals and effects of the Reconstruction Amendments, the Freedmen’s Bureau, and civil rights policies that changed the meaning of citizenship in the United States

describing the legacies of Abraham Lincoln and the Gettysburg Address, Ulysses S. Grant, Robert E. Lee, Hiram Revels, and Frederick Douglass

describing the role of Congress and the Supreme Court in Reconstruction plans and policies, including, but not limited to Lincoln’s Ten Percent Plan

describing the role and motivations of individuals who sought to gain from Reconstruction, including, but not limited to formerly enslaved people elected to office during the years right after the Civil War

explaining how the 1876 presidential election led to the end of Reconstruction

The student will apply history and social science skills to understand how industrialization changed life in rural and urban America after the Civil War by

explaining relationships among natural resources, transportation, and industrial development from 1865

explaining the impact of new inventions, the rise of big business, the growth of industry, and the changes to life on American farms in response to industrialization

evaluating and explaining the impact of the Progressive Movement on child labor, working conditions, the rise of organized labor, support for eugenics as a social policy, immigration policy, women’s suffrage, and the temperance movement

explaining the events, factors, and motivations that caused individuals and groups to migrate to the United States towards the end of the 19th century

examining the cause-and-effect relationship between rapid population growth and city government services and infrastructure

explaining how governmental actions, including, but not limited to the Chinese Exclusion Act of 1882, caused harm to Chinese Americans and other immigrants

explaining how various groups worked to alleviate the issues facing new immigrants and how immigrants advocated for themselves

describing the technological advances and the broader impact of the 1893 Chicago World's Fair on America’s rise as a world leader in innovation, business, and trade

The student will apply history and social science skills to explain the changing role of the United States from the late 19th century through World War I by

explaining the legacy of Theodore Roosevelt, including, but not limited to conservation contributions, progressivism, the building of the Panama Canal, and his role in the SpanishAmerican War

explaining the reasons for and results of the Spanish-American War, including the Roosevelt Corollary to the Monroe Doctrine

analyzing the major causes and consequences of World War I and examining the roles of key leaders and groups

examining the evolution of warfare tactics and technology, including, but not limited to cavalry, air, submarine, chemical, trench warfare, and other technological advancements

explaining how the war was a catalyst for the United States gaining international power and expanded its sphere of international influence

examining how post-war sanctions and the failure of the League of Nations set the stage for World War II

The student will apply history and social science skills to understand the social, political, economic, and technological changes of the early 20th century by

explaining how capitalism and free markets helped foster developments in factory and labor productivity, transportation, and communication and how rural electrification changed American life and the standard of living

examining how the rise of communism affected America, including, but not limited to the first Red Scare

describing the reasons for and impact of the Great Migration

describing the events and leaders that lead to prohibition, the Women’s Suffrage Movement, and the passage of the Nineteenth Amendment, including, but not limited to Susan B. Anthony, Lucy Burns, Elizabeth Cady Stanton, Carrie Chapman Catt, Ida B. Wells-Barnett, and Sojourner Truth

examining the art, literature, and music of the 1920s and 1930s, including, but not limited to the Roaring Twenties and the Harlem Renaissance

analyzing the causes of the Great Depression and the impact of the Dust Bowl on the lives of Americans

describing the features, effects, programs, and lasting institutions of Franklin D. Roosevelt’s New Deal

describing racial segregation, housing discrimination via redlining, the rise of “Jim Crow” laws, Black Codes, and threats of violence, including, but not limited to intimidation, lynchings, armed conflicts, suppressed voting rights, and limits on political participation faced by African Americans and other people during post-Reconstruction

analyzing events and impacts of African American leaders in response to “Jim Crow,” including, but not limited to the formation of the NAACP, strikes, protests, the role of HBCUs, and the work of leaders like Booker T. Washington, W.E.B. DuBois, Mary White Ovington, Ida B. Wells-Barnett

The student will apply history and social science skills to understand the major causes and events of World War II and the effects of America’s role by

explaining the rise and spread of fascism and totalitarianism internationally and the policy of appeasement towards Nazi Germany

explaining the causes and events that led to American involvement in the war, including the attack on Pearl Harbor

locating and describing the major events and turning points of the war in Europe, including, but not limited to the allied invasion of Italy, the invasion of Normandy (D-Day), the Battle of the Bulge, and the Battle of Berlin

locating and describing the major events and turning points of the war in the Pacific, including, but not limited to the Battle of Iwo Jima, the Battle of Midway, and the Battle of Okinawa

explaining and evaluating the role of key political and military leaders of the Allies and Axis powers, including, but not limited to the United States, Germany, Japan, the Soviet Union, Italy, and Great Britain

identifying the roles and sacrifices of American armed forces, including prisoners of war, women, and segregated units, as well as other notable heroics, including, but not limited to the contributions of the Tuskegee Airmen, the 442nd Regimental Combat Team, Women's Army Auxiliary Corps, the Women Airforce Service Pilots, the Navajo Code Talkers, and the Bedford boys

evaluating the effects of the war on the home front, including, but not limited to women in the workforce, the incarceration of Japanese Americans, rationing, conservation, and war bonds

examining the causes and consequences of the Holocaust, including, but not limited to Jewish life before the Holocaust, antisemitism, the rise of the Nazi Party, Nuremberg Laws, persecution of Jews and other targeted groups, resistance efforts, the United States’ response, and the Nuremberg Trials

describing the events that led to the surrender of the Axis Powers and America’s role in the Allied victory, including, but not limited to the Manhattan Project, as well as events that shaped post-war peace

The student will apply history and social science skills to understand the transformation of U.S. foreign policy between the end of World War II and the new millennium by

explaining how key decisions and agreements, including, but not limited to the Atlantic Charter, formation of the United Nations, and NATO, established international allies

describing the Marshall Plan’s objectives for rebuilding Europe, the occupation and reconstruction of Japan, and the emergence of the United States and the Soviet Union as superpowers

describing the differences between communism and a democratic nation, including, but not limited to self-governance and economic philosophy

examining the role of the United States in fighting communism and defending freedom during the Cold War, including, but not limited to the Berlin Airlift, conflicts in Korea and Vietnam, the roles of John F. Kennedy and Nikita Khrushchev during the Cuban missile crisis, the fall of the Berlin Wall, and the collapse of communism in Eastern Europe

explaining the collapse of communism in the Soviet Union and Eastern Europe and the end of the Cold War, including the actions of Ronald Reagan and Mikhail Gorbachev

The student will apply history and social science skills to analyze the key changing patterns of society during the second half of the 20th and early 21st centuries by

examining the contributions of key leaders and events during the Civil Rights Era, including, but not limited to Robert Kennedy, Dr. Martin Luther King, Jr., Malcolm X, Medgar Evers, John Lewis, Rosa Parks, Ruby Bridges, Jonathan Daniels, Dorothy Height, the Selma march, sit-ins, and boycotts

explaining the significance of urban renewal plans, including, but not limited to Jackson Ward in Richmond and Vinegar Hill in Charlottesville

examining key events of the 1960s and 1970s, including, but not limited to the Apollo Missions, the moon landing, assassinations, the women’s movement, the creation of public sector labor unions, Watergate and Nixon’s resignation, and the passing of the Clean Air Act and the Clean Water Act

describing the impact of the Baby Boom, the changing demographics of the United States, and the ending of the military draft

describing the protections and provisions of the Americans with Disabilities Act (ADA)

describing the similarities and differences between the objectives of the women’s movement of the early and mid-20th century

describing expanded educational and economic opportunities for military veterans, women, and minorities

describing how the terrorist attacks of September 11, 2001, including the heroic sacrifices of Flight 93 passengers, significantly impacted domestic policies, American society, and global perspectives on the war on terror

The student will apply history and social science skills by

studying the iterative and ongoing advancements in science and technology

describing the changes in American culture related to music, art, media, and communication, as well as advancements in American economics related to banking, business, and industry

Computing Systems

Algorithms and Programming

36-Week Module

Computing Systems

Impacts of Computing

Data and Analysis

Cybersecurity

Networks and the Internet

Algorithms and Programming

Impacts of Computing

Algorithms and Programming

6, 9, and 18-Week Module

The student will design and iteratively develop programs that combine control structures, including loops and conditionals.

The student will model the role of protocols in transmitting data across networks and the Internet.

The student will apply multiple methods of encryption to model the secure transmission of information.

The student will explain how physical and digital security measures protect electronic information.

The student will collect data using computational tools and transform the data to make it more useful and reliable.

The student will refine computational models based on the data they have generated.

The student will represent data using multiple encoding schemes.

The student will discuss issues of bias and accessibility in the design of existing technologies.

The student will compare tradeoffs associated with computing technologies that affect people's everyday activities and career options.

The student will collaborate with many contributors through strategies such as crowdsourcing or surveys when creating a computational artifact or visualization.

The student will describe tradeoffs between allowing information to be public and keeping information private and secure.

The student will investigate variables and data types, including simple operations on strings.

The student will systematically identify and correct problems with computing devices and their components.

The student will explore the relationship between hardware and software using the Internet of Things.

The student will

work in a team to distribute tasks;

maintain a timeline; and

use iterative design to solve problems, including peer review and feedback.

The student will decompose problems and subproblems into parts to facilitate the design, implementation, and review of programs.

The student will create procedures with parameters to organize code and make it easier to reuse.

The student will recommend improvements to the design of computing devices, based on an analysis of how users interact with the devices.

The student will design projects that combine hardware and software components to collect and exchange data.

The student will implement a program that accepts input values, stores them in appropriately named variables, and produces output.

The student will document programs in order to make them easier to trace, test, and debug.

The student will discuss issues of bias and accessibility in the design of existing technologies.

The student will describe and explain the history of computer science, including naming significant historical figures and describing their impact on the field.

The student will use flowcharts and/or pseudo code to address complex problems as algorithms.

The student will incorporate existing code, media, and libraries into original programs, and give attribution.

The student will systematically test and refine programs using a range of test cases.