6th Grade Earth Properties

CURRICULUM STANDARDS AND
COMPANION DOCUMENTS
6th Grade - Composition, Properties, and

Changes of the Earth
Contains:
- Science Companion Document for 6th Grade Composition, Properties, and
Changes of the Earth unit
- General Inquiry Questions Assessment questions
- 6th Grade Composition, Properties, and Changes of the Earth Assessment
questions
- 6th Grade Science Expectations
- 6th Grade ELA Expectations
- 6th Grade Mathematics Expectations
- 6th Grade Social Studies Expectations
- Grade 6-8 Technology Expectations
Introduction to the K-7 Companion Document
An Instructional Framework
Overview
The Michigan K-7 Grade Level Content Expectations for Science establish
what every student is expected to know and be able to do by the end of
Grade Seven as mandated by the legislation in the State of Michigan. The
Science Content Expectations Documents have raised the bar for our
students, teachers and educational systems.
In an effort to support these standards and help our elementary and middle
school teachers develop rigorous and relevant curricula to assist students in
mastery, the Michigan Science Leadership Academy, in collaboration with the
Michigan Mathematics and Science Center Network and the Michigan Science
Teachers Association, worked in partnership with Michigan Department of
Education to develop these companion documents. Our goal is for each
student to master the science content expectations as outlined in each grade
level of the K-7 Grade Level Content Expectations.
This instructional framework is an effort to clarify possible units within the K-

7 Science Grade Level Content Expectations. The Instructional Framework
provides descriptions of instructional activities that are appropriate for
inquiry science in the classroom and meet the instructional goals. Included
are brief descriptions of multiple activities that provide the learner with
opportunities for exploration and observation, planning and conducting
investigations, presenting findings and expanding thinking beyond the
classroom.
These companion documents are an effort to clarify and support the K-7
Science Content Expectations. Each grade level has been organized into four
teachable units- organized around the big ideas and conceptual themes in
earth, life and physical science. The document is similar in format to the
Science Assessment and Item Specifications for the 2009 National
Assessment for Education Progress (NAEP). The companion documents are
intended to provide boundaries to the content expectations. These
boundaries are presented as “notes to teachers”, not comprehensive
descriptions of the full range of science content; they do not stand alone, but
rather, work in conjunction with the content expectations. The boundaries
use seven categories of parameters:
a. Clarifications refer to the restatement of the “key idea” or specific

intent or elaboration of the content statements. They are not intended
to denote a sense of content priority. The clarifications guide
assessment.
b. Vocabulary refers to the vocabulary for use and application of the
science topics and principles that appear in the content statements
and expectations. The terms in this section along with those presented
I
within the standard, content statement and content expectation
comprise the assessable vocabulary.
c. Instruments, Measurements and Representations refer to the
instruments students are expected to use and the level of precision
expected to measure, classify and interpret phenomena or
measurement. This section contains assessable information.
d. Inquiry Instructional Examples presented to assist the student in
becoming engaged in the study of science through their natural
curiosity in the subject matter that is of high interest. Students explore
and begin to form ideas and try to make sense of the world around
them. Students are guided in the process of scientific inquiry through
purposeful observations, investigations and demonstrating
understanding through a variety of experiences. Students observe,
classify, predict, measure and identify and control variables while
doing “hands-on” activities.
e. Assessment Examples are presented to help clarify how the teacher
can conduct formative assessments in the classroom to assess student
progress and understanding
f. Enrichment and Intervention is instructional examples that stretch
the thinking beyond the instructional examples and provides ideas for
reinforcement of challenging concepts.
g. Examples, Observations, Phenomena are included as exemplars of
different modes of instruction appropriate to the unit in which they are
listed. These examples include reflection, a link to real world
application, and elaboration beyond the classroom. These examples
are intended for instructional guidance only and are not assessable.
h. Curricular Connections and Integrations are offered to assist the
teacher and curriculum administrator in aligning the science curriculum
with other areas of the school curriculum. Ideas are presented that will
assist the classroom instructor in making appropriate connections of
science with other aspects of the total curriculum.
This Instructional Framework is NOT a step-by-step instructional manual but

a guide developed to help teachers and curriculum developers design their
own lesson plans, select useful portions of text, and create assessments that
are aligned with the grade level science curriculum for the State of Michigan.
It is not intended to be a curriculum, but ideas and suggestions for
generating and implementing high quality K-7 instruction and inquiry
activities to assist the classroom teacher in implementing these science
content expectations in the classroom.
II
HSSCE Companion Document
Sixth Grade GLCE

Companion Document
Unit 3:
Composition, Properties, and
SCIENCE
• Big Ideas • Instructional Framework
• Clarifications • Enrichment
• Inquiry • Intervention
• Vocabulary • Real World Context
• Instruments • Literacy Integration
• Measurements • Mathematics Integration
v.1.09
Sixth Grade Companion Document
6-Unit 3: Composition, Properties, and Changes of the Earth
Table of Contents Page 1
Curriculum Cross Reference Guide Page 2
Unit 3: Composition, Properties, and Changes of the Earth Page 3
Big Ideas (Key Concepts) Page 3
Clarification of Content Expectations Page 3
Inquiry Process, Inquiry Analysis and Communication,

Reflection and Social Implications Page 8
Vocabulary Page 9
Instruments, Measurements, and Representations Page 9
Instructional Framework Page 10
Enrichment Page 13
Intervention Page 13
Examples, Observations and Phenomena

(Real World Context) Page 14
Literacy Integration Page 15
1
6th Grade Unit 3:
Composition, Properties, and Changes of the Earth
Content Statements and Expectations
Code Statements & Expectations Page

E.SE.M.4 Rock Formation – Rocks and rock formations bear 3
evidence of the minerals, materials,
temperature/pressure conditions and forces that
created them.
E.SE.06.41 Compare and contrast the formation of rock types (igneous, 3
metamorphic, and sedimentary) and demonstrate the
similarities and differences using the rock cycle model.
E.SE.M.1 Soil – Soils consist of weathered rocks and 4

decomposed organic materials from dead plants,
animals, and bacteria. Soils are often found in layers
with each having a different chemical composition
and texture.
E.SE.06.11 Explain how physical and chemical weathering lead to 4
erosion and the formation of soils and sediments.
E.SE.06.12 Explain how waves, wind, water, and glacier movement 5
shape and reshape the land surface of the Earth by eroding
rock in some areas and depositing sediments in other areas.
E.SE.06.13 Describe how soil is a mixture, made up of weather-eroded 5
rock and decomposed organic material, water, and air.
E.SE.06.14 Compare and contrast different soil samples based on 6
particle size.
E.SE.M.6 Magnetic Field of Earth – Earth as a whole has a 6
magnetic field that is detectable at the surface with a
compass.
E.SE.06.61 Describe the Earth as a magnet and compare and contrast 6
the magnetic properties of the Earth to that of a natural or
manufactured magnet.
E.SE.06.62 Explain how a compass works using the magnetic field of 7
the Earth, and how a compass is used for navigation on land
and sea.
2
6-Unit 3: Composition, Properties, and
Big Ideas (Key Concepts)
• Earth materials have properties that make the materials useful.

• Earth materials and the surface of the Earth change gradually and rapidly.
• The Earth has magnetic properties.
Clarification of Content Expectations
Standard: Solid Earth
Content Statement – E.SE.M.4
Rock Formation – Rocks and rock formations bear evidence of

the minerals, materials, temperature/pressure conditions and
forces that created them.
Content Expectation
E.SE.06.41 Compare and contrast the formation of rock types (igneous,

metamorphic, and sedimentary) and demonstrate the similarities and
differences using the rock cycle model.
Instructional Clarifications
1. Compare and contrast means to show similarities and differences between
the formation of rock types (igneous, metamorphic, and sedimentary) and
demonstrate the similarities and differences using the rock cycle model.
2. All rocks are similar because they are composed of minerals.
3. Rocks, over time, can be transformed into other types of rocks.
4. There are three different types of rocks—igneous, metamorphic, and
sedimentary.
5. The three rock types are different in the way in which they are formed.
Igneous rocks are formed from melted minerals that have cooled and
hardened. Metamorphic rocks are formed by intense heat pressure and
chemical reactions. Sedimentary rocks are formed either from the
compaction and cementation of sediment (pressure) or chemical
precipitation in water.
6. The rock cycle is a conceptual model that depicts rock changing and rock
forming processes.
Assessment Clarifications
1. All rocks are similar because they are composed of minerals.
3
2. There are three different types of rocks—igneous, metamorphic, and
sedimentary.
3. The three rock types are different in the way in which they are formed.
Igneous rocks were formed from melted minerals that have cooled and
hardened. Metamorphic rocks were formed by intense heat pressure and
chemical reactions. Sedimentary rocks were formed from rocks and soil
that have been pressed together and cemented together.
4. The rock cycle is a process of natural changes that cause one type of rock
to become another type of rock.
Soil – Soils consist of weathered rocks and decomposed organic

materials from dead plants, animals, and bacteria. Soils are
often found in layers with each having a different chemical
composition and texture.
Content Expectations
E.SE.06.11 Explain how physical and chemical weathering lead to erosion

and the formation of soils and sediments.
1. Explain is to clearly describe by means of illustrations (drawing),
demonstrations, and/or verbally how physical and chemical weathering
lead to erosion and the formation of soils and sediments.
2. Weathering breaks down rock.
3. Abrasion, freeze-thaw, thermal expansion/contraction, pressure
unloading, and plants and organisms cause physical weathering. Abrasion
occurs when water or wind carrying debris acts with a scouring action on
rock surfaces. Freeze/thaw occurs when water is trapped in the spaces of
rock and repeatedly frozen and thawed. Thermal expansion/contraction
occurs when solar radiation causes minerals to heat and cool at various
speeds producing stresses in rock over time.
4. Plant roots and the actions of organisms can also physically break down
rocks.
5. Chemical processes cause chemical weathering. Water is the main agent
at work in this process and causes the composition of the mineral or rock
to change. Primary minerals in rock are broken down to secondary
minerals and this material can be carried away in solution.
6. As soon as a rock particle is loosened by weathering and moves it is called
erosion.
7. Eroded rock is one of the main components of soil.
1. Weathering breaks down rock.
2. Abrasion, freeze-thaw, thermal expansion/contraction, pressure
unloading, and plants and organisms cause physical weathering. Abrasion
occurs when water or wind carrying debris acts with a scouring action on
4
rock surfaces. Freeze/thaw occurs when water is trapped in the spaces of
rock and repeatedly frozen and thawed. Thermal expansion/contraction
occurs when solar radiation causes minerals to heat and cool at various
speeds producing stresses in rock over time.
3. Chemical processes cause chemical weathering. Water is the main agent
at work in this process and causes the composition of the mineral or rock
to change. Primary minerals in rock are broken down to secondary
minerals and this material can be carried away in solution.
4. As soon as a rock particle is loosened by weathering and moves it is called
erosion.
5. Eroded rock is one of the main components of soil.
E.SE.06.12 Explain how waves, wind, water, and glacier movement shape
and reshape the land surface of the Earth by eroding rock in some areas and
depositing sediments in other areas.
demonstrations, and/or verbally how waves, wind, water, and glacier
movement, shape and reshape the land surface of the Earth by eroding
rock in some areas and depositing sediments in other areas.
2. Rock can be eroded by wind, water (including waves), and glacial
movement.
3. Processes of erosion in part determine the shapes of landforms.
4. Fragments of rock that are produced by erosion and transported are
called sediment.
5. Sediment that is transported by the energy of wind or water is deposited
when that energy level decreases.
1. Rock can be eroded by wind, water (including waves), and glacial
movement.
2. Processes of erosion in part determine the shapes of landforms.
3. Fragments of rock that are produced by erosion and transported are
called sediment.
4. Sediment that is transported by the energy of wind or water is deposited
when that energy level decreases.
E.SE.06.13 Describe how soil is a mixture, made up of weather-eroded rock

and decomposed organic material, water, and air.
1. Describe is to tell or depict in spoken or written words how soil is a
mixture, made up of weathered eroded rock, decomposed organic
material, water and air.
2. One of the components in soil is mineral, which is made from many tiny
pieces of eroded rock.
3. Another component in the soil is the organic material that comes from
decaying plants and animals.
5
4. Minerals and organic material make up approximately half of soil. In
addition there is air and water.
1. One of the components in soil is mineral, which is made from many tiny
pieces of eroded rock.
2. Another component in the soil is the organic material that comes from
decaying plants and animals.
3. Minerals and organic material make up approximately half of soil. In
addition there is air and water.
E.SE.06.14 Compare and contrast different soil samples based on particle

size.
different soil samples based on particle size.
2. The main particle sizes of soil from largest to smallest are: sand, silt, and
clay.
different soil samples based on particle size.
2. The main particle sizes of soil from largest to smallest are: sand, silt, and
clay.
Magnetic Field of Earth – Earth as a whole has a magnetic field

that is detectable at the surface with a compass.
Content Expectations
E.SE.06.61 Describe the Earth as a magnet and compare and contrast the
magnetic properties of the Earth to that of a natural or manufactured
magnet.
1. Describe is to tell or depict in spoken or written words how the Earth acts
as a magnet and compare and contrast means to show similarities and
differences between the magnetic properties of the Earth and those of a
natural or manufactured magnet.
2. The Earth acts as a giant magnet.
3. The Earth, like any natural or manufactured magnet, exhibits a north and
south magnetic pole.
4. The Earth’s liquid outer core spins as the Earth rotates creating a
magnetic field.
1. The Earth acts as a giant magnet.
6
2. The Earth like any natural or manufactured magnet exhibits a north and
south magnetic pole.
E.SE.06.62 Explain how a compass works using the magnetic field of the
Earth, and how a compass is used for navigation on land and sea.
demonstrations, and/or verbally how a compass works using the magnetic
field of the Earth, and how a compass is used for navigation on land and
sea.
2. A compass is composed of a small, light-weight magnet, called a needle,
that is balanced on a point.
3. The Earth acts like a giant magnet and exhibits a north and south
magnetic pole. One pole of the magnet will be attracted and point toward
the North Pole. By convention this is called the north pole of the magnet.
4. Compasses can be used for navigation from any point on the Earth due to
the Earth’s magnetic field.
1. A compass is composed of a small, lightweight magnet, called a needle
that is balanced on a point.
2. The Earth acts like a giant magnet and exhibits a north and south
magnetic pole. One pole of the magnet will be attracted and point toward
the North Pole. By convention this is called the north pole of the magnet.
3. Compasses can be used for navigation from any point on the Earth due to
the Earth’s magnetic field.
7
Inquiry Process, Inquiry Analysis and Communication,
Reflection and Social Implications
Inquiry Process
S.IP.06.11 Generate scientific questions based on observations,
investigations, and research concerning rock samples.
S.IP.06.12 Design and conduct scientific investigations to understand rock
formation.
S.IP.06.13 Use tools and equipment (models, thermometers) appropriate to
scientific investigations of the rock cycle.
S.IP.06.14 Use metric measurement devices in an investigation of rock
formation and weathering.
S.IP.06.15 Construct charts and graphs from data and observations dealing
with erosion and soil formation.
S.IP.06.16 Identify patterns in data dealing with erosion and soil formation.
Inquiry Analysis and Communication
S.IA.06.11 Analyze information from data tables and graphs to answer
scientific questions on rock formation, erosion, and soil formation.
S.IA.06.12 Evaluate data, claims, and personal knowledge through
collaborative science discourse about erosion and the rock cycle.
S.IA.06.13 Communicate and defend findings of observations and
investigations about the rock cycle using evidence.
S.IA.06.14 Draw conclusions from sets of data from multiple trials about
Earth’s magnetic properties using scientific investigation.
S.IA.06.15 Use multiple sources of information on Earth’s magnetic
properties to evaluate strengths and weaknesses of claims, arguments, or
data.
S.RS.06.11 Evaluate the strengths and weaknesses of claims, arguments,
and data regarding the magnetic properties of Earth.
S.RS.06.12 Describe limitations in personal and scientific knowledge
regarding the magnetic properties of Earth.
S.RS.06.13 Identify the need for evidence in making scientific decisions.
S.RS.06.14 Evaluate scientific explanations based on current evidence and
scientific principles.
S.RS.06.15 Demonstrate scientific concepts concerning the rock cycle
through various illustrations, performances, models, exhibits, and activities.
S.RS.06.16 Design solutions to problems on Earth’s magnetic properties
using technology.
S.RS.06.18 Describe what science and technology, in regards to erosion and
Earth’s magnetic properties, can and cannot reasonably contribute to society.
S.RS.06.19 Describe how science and technology of Earth’s magnetic
properties have advanced because of the contributions of many people
throughout history and across cultures.
8
Vocabulary
Critically Important – State Assessable Instructionally Useful

igneous gradual
metamorphic formation
sedimentary
rock cycle
erosion
minerals
weathering
soils
sediments
abrasion
thermal expansion/contraction
glaciers
gravel
sand
silt
clay
organic material
particle size
magnetic field
poles
navigation
Instruments, Measurements, Representations
Magnets, compass
9
Instructional Framework
The following Instructional Framework is an effort to clarify possible units

within the K-7 Science Grade Level Content Expectations. The Instructional
Framework provides descriptions of instructional activities that are
appropriate for inquiry science in the classroom and meet the instructional
goals. Included are brief descriptions of multiple activities that provide the
learner with opportunities for exploration and observation, planning and
conducting investigations, presenting findings, and expanding thinking
beyond the classroom. The Instructional Framework is NOT a step-by-step
instructional manual, but a guide intended to help teachers and curriculum
developers design their own lesson plans, select useful and appropriate
resources and create assessments that are aligned with the grade level
science curriculum for the State of Michigan.
Instructional Examples
Rock Formation: E.SE.06.41, E.SE.06.11, E.SE.06.12, E.SE.06.13,

E.SE.06.14, E.SE.06.61, E.SE.06.62
Objectives
• Describe formation of rock types (igneous, metamorphic, and

sedimentary) and differences between the types - using the rock cycle
model.
• Describe how physical and chemical weathering lead to erosion and the
formation of soils and sediments.
• Explain how waves, wind, water, and glacier movement shape and
reshape the land surface of the Earth by eroding rock in some areas and
• Explain that soil is a mixture, made up of weather-eroded rock and
decomposed organic material.
• Describe how soil samples can be characterized based on particle size and
texture.
• Describe the Earth as a magnet and tell how the magnetic properties of
the Earth are similar/different to natural or man-made magnets.
• Explain how a compass works using the magnetic field of the Earth, and
how a compass is used for navigation on land and sea.
Engage and Explore
• Give each student a piece of bubble gum, and tell him or her it represents
a sedimentary rock. Have them put it in their mouth and begin chewing
it. Ask the students to think scientifically about what they are doing to
the gum (Leading questions: Is it cold inside their mouth? NO! Are they
applying heat? YES! What is happening when their teeth come down on
10
the gum? Are they applying pressure? So is the gum being changed?
Yes!) Have students pull the gum out of their mouth and place it
somewhere clean. (E.SE.06.41)
• Now open up a packet of Nerds or similar candy and pour some onto the
gum. Then kind of squeeze or fold them into the gum. Hold up the gum
and say this represents an igneous rock. Now have students place the
gum (igneous rock) into their mouth and chew. Ask the students: What
they are doing? Hopefully they will answer, applying heat and pressure.
Here pressure is enough to crush the candy (crystals). Pull out the gum
and say what this represents (metamorphic rock). Explain to the
students that they have just modeled the rock cycle! (E.SE.06.41)
• Students can take sandstone and place it in a glass jar of water to model
physical weathering. By shaking the jar vigorously for one minute they
will find that sediment is created and that the rock has changed.
Many other earth models can be used to show these concepts. Sand can
be blown with straws, water can be dripped through cups with holes in
them, ice blocks can be used to model glaciers, etc. (E.SE.06.11,
E.SE.06.12)
• Have students use particle size charts (can be made or found online) to
compare the particle sizes of various earth materials. Magnifiers and
microscopes are helpful here. Texture of soil samples can also be
explored at this time. (E.SE.06.14)
• Have students explore the Earth as a magnet using compasses. This can
be done as a scavenger hunt activity outdoors. They can also make a
temporary magnet and compass. (E.SE.06.61, E.SE.06.62)
Explain and Define
• The students can now define the characteristics of each rock type.
(E.SE.06.41)
• Types of physical and chemical weathering should be discussed and
defined here. (E.SE.06.11, E.SE.06.12)
• After testing various samples of soil, the term soil should be properly
defined by the students. (E.SE.06.13)
• Students should be able to describe how they used magnets on their
scavenger hunt to find certain objects and then discuss how they could
use them to navigate on the sea. This is also a good time to discuss how
the Earth compares to other magnets. (E.SE.06.61, E.SE.06.62)
Elaborate and Apply
• Many examples of each rock type can now be explored and identified by
the students. (E.SE.06.41)
• Students can be given various pictures of earth features and asked to
determine which earth process caused the earth to look this way and to
describe the process. (E.SE.06.11, E.SE.06.12)
• Students could be taken to various outdoor sites and asked to determine
the soil properties at each site. (E.SE.06.13)
11
• Students could write a paper on the importance of using magnets for sea
navigation throughout history. (E.SE.06.61, E.SE.06.62)
Evaluate Student Understanding
Formative Assessment Examples

• Check on students’ understanding as they classify rock types themselves.
• Check student understandings on earth feature description work from
pictures.
• Check for student understandings as students perform their own soil
properties tests.
• Check for student understandings in their papers on sea navigation.
Summative Assessment Examples
• Give students real rock samples for them to classify as igneous,
metamorphic or sedimentary.
• Students are shown various geological formations and asked to pick which
kind of earth process is responsible for this formation.
• Various soils could be described and students could identify the type of
soil being described.
• Students could be asked to explain how the Earth is similar to a natural
magnet. Students could also be asked to identify some useful properties
of magnets.
12
Enrichment
• Take the students to a rock quarry or site of geological interest and have
them create their own rock and mineral collection. At least three of each
type should be included to complete their collection. E.SE.06.41
• Take the students to various sites and ask them to work in groups and try
to explain the weathering forces at work to sculpt the land to look like it
does. E.SE.06.11, E.SE.06.12
• Students could be given sand samples from various sites and asked to
compare/contrast them with each other using particle size charts.
E.SE.06.14
• The Earth’s magnetic field can be shown using a galvanometer and a 50-
foot extension cord. Connect the galvanometer to the extension cord and
swing in large arcs like a jump rope. Determine what is happening and
why. E.SE.06.61, E.SE.06.62
Intervention
• For the rock cycle it may be important to show the model of the rock
cycle more that one time. Gum and different candies should be used
again. Also another good model would be using cookies to show the
component parts of rock – chocolate chip cookies are often used for this.
Taking trips and looking at real rocks outside will make this more
authentic and repeating this many times makes it easier to do.
• There are many land changes around us. Taking walking trips to look at
these changes and writing a list of what is observed is very powerful proof
that these changes are real and occurring around us.
• Have students bring in samples of soil from around their house. By
comparing these samples with other student samples in groups of four,
students can start to see the differences and similarities between samples
taken at different locations. Then students can look at the samples from
other groups over the course of a few days and start to write down the
observable properties. The teacher can guide and help build strategies to
find these differences and define them.
• Some students need to have extended real experiences with magnets to
determine their properties and start to understand non-contact forces.
Once these properties are seen as consistent and useful they can be
expanded upon and defined more easily by the student.
13
Examples, Observations, and Phenomena (Real World Context)
Rock formation can provide us with glimpses into the way our world was
formed. It can also provide us more locally with information on how our area
was shaped.
Changes in rock usually take thousands of years to happen; it is therefore

important to show students the shorter-term changes we can see (like
potholes in a road or the wearing down of their sled hill by the school).
Soil quality is important for agriculture and therefore, for all people. By
looking at the properties of soil we can begin to learn the properties that are
most useful to growing various types of crops with the highest yields
possible.
Magnets were very important to the history of navigation by people on Earth.
Without this tool many were lost at sea or did not attempt open sea voyages.
They are still widely used today even with the increasing use of GPS systems
for navigation. Magnets are also used in many electrical circuits, generators,
and motors. Magnets are used in the generation of electricity at municipal
power plants.
14
Literacy Integration
Students will…
Reading
R.IT.06.01 analyze the structure, elements, features, style, and purpose of

informational genre, including research reports, “how-to” articles, and
essays.
R.IT.06.03 explain how authors use text features including footnotes,

bibliographies, introductions, summaries, conclusions, and appendices to
enhance the understanding of central, key, and supporting ideas.
R.CM.06.01 connect personal knowledge, experiences, and understanding of

the world to themes and perspectives in text through oral and written
responses.
R.CM.06.02 retell through concise summarization grade-level narrative and

informational text.
R.CM.06.04 apply significant knowledge from grade-level science, social

studies, and mathematics texts.
Writing
W.GN.06.03 formulate research questions using multiple resources and

perspectives that allow them to organize, analyze, and explore problems and
pose solutions that culminate in a final presented project using the writing
process.
W.PR.06.02 apply a variety of pre-writing strategies for both narrative and

informational writing.
15
Science Grade 6: General Inquiry Questions » Teacher Version
Directions: For each of the following questions, decide which of the choices is best and fill in the corresponding
space on the answer document.
1. Of the following statements, which best supports 4. Engineers have recently developed alternative
the continental drift theory? fuels such as ethanol to power vehicles.
A. All oceans are salty. Ethanol is a fuel that is made from corn or other
crops including wheat, barley, and potatoes. E85 is
B. Igneous rocks are found on all continents. a mixture of 85% ethanol and 15% gasoline.
C. Fossils of the same species of extinct land What would be the greatest environmental
plants have been found in both South advantage to using E85?
America and Africa.
A. It has gasoline mixed in it.
D. Early humans migrated to North America
over a land bridge from eastern Asia. B. It is used to power vehicles.
ItemID kmorgan.2024 C. It is made mostly of renewable resources.
Correct C
Standard(s) SCI.6.S.RS.06.11 ( 6 ), SCI.6.S.RS.06.14 ( 6 ) D. It is made from crops that require powerful
fertilizers.
ItemID kmorgan.2027
Correct C
2. Which of the following is the best evidence that Standard(s) SCI.6.S.RS.06.16 ( 6 ), SCI.6.S.RS.06.17 ( 6 )
Earth's continents were once in vastly different
positions than they are today?
A. Penguins are found only in the Southern
Hemisphere. 5. Kim wanted to determine if certain seeds require
sunlight to germinate. She placed one seed in
B. Fossils of tropical plants are found in a moist paper towel in the sunlight and another
Antarctica. seed in an equally moistened paper towel in a dark
C. Volcanoes encircle the Pacific Ocean. closet. The seed in the sunlight germinated but the
one in the closet did not. Kim reported to the class
D. Major rivers form deltas from continental that this type of seed needs sunlight in order to
erosion. germinate.
ItemID kmorgan.2025 Given this information, which of the following
Correct B would best describe an improvement in Kim's
Standard(s) SCI.6.S.RS.06.11 ( 6 ), SCI.6.S.RS.06.14 ( 6 )
experiment that would strengthen her claim?
A. Use many seeds to conduct the experiment.
B. Start the samples on different days.
3. Which of the following provides evidence for plate
tectonics? C. Use different amounts of water.
A. sea-floor topography D. Place the seeds in new locations.
B. ocean currents ItemID kmorgan.2028
Correct A
C. Coriolis effect Standard(s) SCI.6.S.IP.06.12 ( 6 )
D. atmospheric temperatures
ItemID kmorgan.2026
Correct A
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DataDirector Exam ID: 436 Page 1 of 4 © 2009 Houghton Mifflin Harcourt. All rights reserved.

6. Which of the following provides the best 8. Joe determined the mass of four rock samples.
explanation for how the use of oil as major Then, he put each rock sample in a cup of vinegar
energy sources can cause problems for future for three days. The table below represents the
generations? data he collected during his investigation.
A. Oil is a non-renewable resource.
B. Oil is composed of carbon atoms.
C. Oil is used for production of electricity.
D. Oil is a product of decomposed plants.
ItemID kmorgan.2029
Correct A
Which of the following can be concluded from the

table above?
7. During a scientific investigation, when should
measurements be recorded? A. Rocks 1 and 2 are the same type of rock.
A. when forming a hypothesis B. Rock 4 is a sedimentary rock.
B. when designing an experiment C. Rocks 3 and 4 are chemically changed.
C. when communicating results D. Rocks 1, 2, 3, and 4 are the same type.
D. when gathering data ItemID kmorgan.2031
Correct C
ItemID kmorgan.2030 Standard(s) SCI.6.S.IA.06.11 ( 6 )
Correct D
Standard(s) SCI.6.S.IP.06.15 ( 6 )
9. As a hiker moves around in a cave, her compass

needle points in various directions. Which of the
following reasons best describes what is affecting
the accuracy of her compass?
A. depth of the cave
B. lack of light in the cave
C. iron ore in the cave walls
D. cooler temperatures in the cave
ItemID kmorgan.2033
Correct C
Standard(s) SCI.6.S.RS.06.14 ( 6 )

10. Field mice have a varied diet that includes nuts, 12. Scientists have used genetic engineering to
berries, seeds, and grain. A scientist studying produce new types of grains and vegetables.
mice places four male field mice in separate These grains and vegetables can live in hot
but identical cages. Each mouse is offered temperatures. Why is this research beneficial to
five different types of food: sunflower seeds, humans?
strawberries, rice, walnuts, and blackberries. The
scientist then observes and records the feeding A. It could eliminate the need to fertilize
behavior of each mouse. The data are recorded crops.
in the table below. The number 1 indicates which
food each mouse ate first, 2 indicates the second B. It makes crops more resistant to pollutants.
type of food, etc. C. It shows these crops are less likely to be
infested by insects and other pests.
Based on the experimental design, what question
is the scientist most likely trying to answer? D. It indicates that these crops may grow in
hot, dry areas.
A. What type of food do field mice prefer? ItemID kmorgan.2037
Correct D
B. Do walnuts affect the behavior of field Standard(s) SCI.6.S.RS.06.16 ( 6 )
mice?
C. How much food do field mice consume
annually?
D. How do seeds affect the reproductive
success of field mice?
ItemID kmorgan.2034
Correct A
Standard(s) SCI.6.S.IP.06.11 ( 6 )
11.
A factory near the Big River operates every
day of the week. Residents to the east of the
river frequently complain of eye irritation
while residents to the west of the river rarely
have problems. What conclusion best fits this
information?
A. It rains less often on the east side of the

river than it does on the west side.
B. It rains more often on the east side of the
river than it does on the west side.
C. Smoke from the factory is being carried by
winds coming from the southeast.
D. Smoke from the factory is being carried by
winds coming from the northwest.
ItemID kmorgan.2036
Correct D
Standard(s) SCI.6.S.IA.06.14 ( 6 )

13. In a forest in Hawaii, the ginger population

remained fairly constant until heavy rains caused
it to increase from 1944 to 1947. In 1947, a
disease that killed many of the ginger plants was
brought into the forest. Which of the following
population charts best represents this scenario?
A.
B.
C.
D.
ItemID kmorgan.2038
Correct D
Standard(s) SCI.6.S.IA.06.11 ( 6 )
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Science Grade 6, Unit 3: Composition, Properties, & Changes of the Earth » Teacher Version
Directions: For each of the following questions, decide which of the choices is best and fill in the corresponding
space on the answer document.
1. Rock layers may be forced deep underground 4. Elizabeth collects different types of rocks
and exposed to high temperatures and pressures. whenever she goes on vacation. She has rocks that
When these rocks change, what do they become? contain shiny crystals, grainy rocks, and rocks that
are smooth. These rocks are formed by different
A. rare metals processes. Which of the following is NOT a process
by which rocks are formed?
B. igneous rock
A. freezing of sediments
C. sedimentary rock
B. compaction of sediments
D. metamorphic rock
C. heat and pressure within Earth
ItemID kmorgan.1999
Correct D D. cooling of magma at Earth’s surface
Standard(s) SCI.6.E.SE.06.41 ( 6 )
ItemID kmorgan.2002
Correct A
2.
Number 4 in the rock-cycle diagram shown above
indicates what process? 5. Where do the Earth's magnetic field lines
converge?
A. weathering, erosion, transportation, and A. near the North Pole only
deposition
B. near the South Pole only
B. crystal formation due to heat and pressure
C. near the North and South Poles
C. melting under extremely high temperatures
D. near the Equator only
D. cooling and solidifying ItemID kmorgan.2003
ItemID kmorgan.2000 Correct C
Correct C Standard(s) SCI.6.E.SE.06.61 ( 6 )
3. Robbie found the rock in a stream. The rock was

smooth and round. What MOST LIKELY caused this
to happen?
A. cold winters
B. the summer sun
C. abrasion by stones in the water
D. Earth’s magnetic poles
ItemID kmorgan.2001
Correct C

6. Four students work in a group to learn how rocks 8. A farmer is having trouble because his field stays
are formed. The teacher gives each of them a blue too wet after it rains. Adding which of the following
crayon and a red crayon and tells them to follow to the soil will allow the water to drain the fastest
the steps on the board, as shown below. after it rains?
A. sand
Exercise: How Rocks Are Formed
B. clay
Step C. fertilizer
1. Break up the red and blue crayons into D. silt

tiny pieces. ItemID kmorgan.2006
Correct A
2. Put the pieces in your hand and squeeze
them together to form a red-and-blue
speckled slab.
9. Which of the following can be found in most soil?
3. Place the slab in a beaker, and place the 1. small organisms
beaker on a hot plate to melt the slab. 2. minerals
3. water
4. Place the beaker with the melted slab into 4. rock particles
a bucket of ice to cool it down.
A. 1, 2, and 3 only
Which step best represents how a sedimentary
rock is formed? B. 1 and 2 only
C. 2 and 4 only
A. Step 1
D. 1, 2, 3, and 4
B. Step 2
ItemID kmorgan.2007
C. Step 3 Correct D
D. Step 4
ItemID kmorgan.2004
Correct B
Standard(s) SCI.6.E.SE.06.41 ( 6 ) 10. Which of the following is NOT part of the soil?
A. dead plant material
B. water
7. What do wind, water, and gravity do to rocks?
C. energy
A. They melt rocks.
D. rock pieces
B. They build rocks.
ItemID kmorgan.2008
C. They erode rocks. Correct C
D. They compact rocks.
ItemID kmorgan.2005
Correct C

11. Which of the following processes will produce

igneous rocks?
A. deposition of sediments
B. volcanic action
C. earthquake activity
D. erosion of surface rocks
ItemID kmorgan.2009
Correct B
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6
SIXTH GRADE SCIENCE
SCIENCE
GRADE LEVEL
CONTENT
v.1.09
EXPECTATIONS
Welcome to Michigan’s K-7 Grade Level Content Expectations
SCIENCE PROCESSES Purpose & Overview

In 2004, the Michigan Department of Education embraced the challenge of
creating Grade Level Content Expectations in response to the Federal No
Child Left Behind Act of 2001. This act mandated the existence of a set of
PHYSICAL SCIENCE
comprehensive state grade level assessments in mathematics and English
language arts that are designed based on rigorous grade level content. In
addition, assessments for science in elementary, middle, and high school
LIFE SCIENCE were required. To provide greater clarity for what students are expected to
know and be able to do by the end of each grade, expectations for each grade
level have been developed for science.
In this global economy, it is essential that Michigan students possess
EARTH SCIENCE personal, social, occupational, civic, and quantitative literacy. Mastery of
the knowledge and essential skills defined in Michigan’s Grade Level Content
Expectations will increase students’ ability to be successful academically, and
contribute to the future businesses that employ them and the communities in
which they choose to live.
Reflecting best practices and current research, the Grade Level Content
Expectations provide a set of clear and rigorous expectations for all students,
and provide teachers with clearly defined statements of what students should
know and be able to do as they progress through school.
Development
In developing these expectations, the K-7 Scholar Work Group depended heavily
on the Science Framework for the 2009 National Assessment of Educational
Progress (National Assessment Governing Board, 2006) which has been the
gold standard for the high school content expectations. Additionally, the
National Science Education Standards (National Research Council, 1996), the
Michigan Curriculum Framework in Science (2000 version), and the Atlas for
Science Literacy, Volumes One (AAAS, 2001) and Two (AAAS, 2007), were
all continually consulted for developmental guidance. As a further resource
for research on learning progressions and curricular designs, Taking Science
to School: Learning and Teaching Science in Grades K-8 (National Research
Council, 2007) was extensively utilized. The following statement from this
resource was a guiding principle:
“The next generation of science standards and curricula at the national and
state levels should be centered on a few core ideas and should expand on
them each year, at increasing levels of complexity, across grades K-8. Today’s
standards are still too broad, resulting in superficial coverage of science that
fails to link concepts or develop them over successive grades.”
Michigan’s K-7 Scholar Work Group executed the intent of this statement
Office of School Improvement in the development of “the core ideas of science...the big picture” in this
document.
www.michigan.gov/mde
Curriculum
Using this document as a focal point in the school improvement process, schools
and districts can generate conversations among stakeholders concerning current
policies and practices to consider ways to improve and enhance student achievement.
Together, stakeholders can use these expectations to guide curricular and instructional
decisions, identify professional development needs, and assess student achievement.
Assessment
The Science Grade Level Content Expectations document is intended to be a curricular
guide with the expectations written to convey expected performances by students.
Science will continue to be assessed in grades five and eight for the Michigan
Educational Assessment Program (MEAP) and MI-Access.
Preparing Students for Academic Success

In the hands of teachers, the Grade Level Content Expectations are converted into
exciting and engaging learning for Michigan’s students. As educators use these
expectations, it is critical to keep in mind that content knowledge alone is not
sufficient for academic success. Students must also generate questions, conduct
investigations, and develop solutions to problems through reasoning and observation.
They need to analyze and present their findings which lead to future questions,
research, and investigations. Students apply knowledge in new situations, to solve
problems by generating new ideas, and to make connections between what they learn
in class to the world around them.
Through the collaborative efforts of Michigan educators and creation of professional
learning communities, we can enable our young people to attain the highest
standards, and thereby open doors for them to have fulfilling and successful lives.
Understanding the Organizational Structure

The science expectations in this document are organized into disciplines, standards,
content statements, and specific content expectations. The content statements in
each science standard are broader, more conceptual groupings. The skills and content
addressed in these expectations will, in practice, be woven together into a coherent,
science curriculum.
To allow for ease in referencing expectations, each expectation has been coded with a
discipline, standard, grade-level, and content statement/expectation number.
For example, P.FM.02.34 indicates:
P - Physical Science Discipline
FM-Force and Motion Standard
02-Second Grade
34-Fourth Expectation in the Third Content Statement
Content statements are written and coded for Elementary and Middle School Grade
Spans. Not all content expectations for the content statement will be found in each
grade.
Why Create a 1.09 Version of the Expectations?

The Office of School Improvement is committed to creating the best possible product
for educators. This committment served as the impetus for revision of the 12.07
edition. This new version, v.1.09, refines and clarifies the original expectations, while
preserving their essence and original intent and reflects the feedback from educators
across the state during the past year.
60 SIXTH GRADE SCIENCE v.1 . 0 9 MICHIGAN DEPARTMENT OF EDUCATION

Middle School (5-7) Science Organizational Structure
Discipline 1 Discipline 2 Discipline 3 Discipline 4

Science Processes Physical Science Life Science Earth Science
Standards and Statements (and number of Content Expectations in each Statement)

Inquiry Process (IP) Force and Motion (FM) Organization of Earth Systems (ES)
Inquiry Analysis Force Interactions (2) Living Things (OL) Solar Energy (3)
and Communication Force (4) Cell Functions (4) Human
(IA) Speed (3) Growth and Consequences (2)
Reflection and Social Energy (EN) Development (2) Seasons (2)
Implications (RS) Kinetic and Potential Animal Systems (2) Weather and Climate
Energy (2) Producers, (4)
Waves and Energy (3) Consumers, and Water Cycle (2)
Energy Transfer (3) Decomposers (2) Solid Earth (SE)
Solar Energy Effects Photosynthesis (3) Soil (4)
(2) Heredity (HE) Rock Formation (1)
Properties of Matter Inherited and Plate Tectonics (3)
(PM) Acquired Traits (2) Magnetic Field of
Chemical Properties Reproduction (2) Earth (2)
(1) Evolution (EV) Fluid Earth (FE)
Elements and Species Adaptation Atmosphere (2)
Compounds (4) and Survival (4) Earth in Space and
Changes in Matter Relationships Among Time (ST)
(CM) Organisms (1) Solar System (1)
Changes in State (2) Ecosystems (EC) Solar System Motion
Chemical Changes (3) Interactions of (5)
Organisms (1) Fossils (1)
Relationships of Geologic Time (2)
Organisms (3)
Biotic and Abiotic
Factors (2)
Environmental
Impact of Organisms
(2)
Science Processes: Inquiry Process, Inquiry Analysis and Communication,

Reflection, and Social Implications
Sixth grade students have had multiple experiences in science inquiry, practice in investigating
a question, and the selection of a variety of resources for information gathering and problem
solving. Through the grade level science processes, students gain a greater understanding of the
nature and structure of scientific knowledge and the process of its development. Throughout the
middle school years, students should be provided with the opportunity to engage in full inquiry
experiences that include raising a question based on observations, data sets, and/or research,
designing an investigation, gathering information through observation and data collection,
analyzing and evaluating information, engaging in science discourse, and formally presenting their
findings. Sixth grade students need guidance and practice in the identification of variables and
controlling more than one variable in an investigation. They need clarification in recognizing the
difference between a scientific explanation and evidence.
With appropriate guidance and experiences, sixth grade students can recognize science as a
means of gathering information and confirming or challenging their current beliefs about the
natural world, the effect humans and other organisms have on the natural world, and begin to
design solutions through science and technology to world challenges.

Physical Science: Energy and Changes in Matter
Students enter the sixth grade with the knowledge of different forms of energy
(sound, light, heat, electrical, and magnetic). They have had the opportunity to explore
properties of sound and light, observe heat transfer, construct a simple circuit, observe
the interaction between magnetic and non-magnetic material, and finally make an
electro-magnetic motor. Sixth grade students deepen their understanding of energy
through investigations into kinetic and potential energy and the demonstration of
the transformation of kinetic energy. Through the investigation of energy transfer
by radiation, conduction, or convection, students are introduced to the concept that
energy can be transferred while no energy is lost or gained. Students begin to see
the connections among light, heat, sound, electricity, and magnetism. They gain an
understanding that energy is an important property of substances and that most
changes observed involve an energy transfer. Students will understand energy by
observing multiple forms of energy transfer and begin to dispel the misconception that
energy is linked to fuel or something that is stored, ready to use, and gets consumed.
Sixth grade students also build on their understanding of changes in matter by

exploring states in terms of the arrangement and motion of atoms and molecules. They
are given the opportunity to design investigations that provide evidence that mass is
conserved as it changes from state to state.
Life Science: Organization of Living Things and Ecosystems

The study of life science in the elementary curriculum has introduced students to roles
organisms play in a food web, their needs to survive, and the physical and behavioral
characteristics that help them survive. The elementary student has a beginning
understanding of the dependency of organisms on one another and balance in an
ecosystem’s food web. Sixth grade students build on their prior knowledge by exploring
classifications of organisms based on their source of energy (producers, consumers,
and decomposers) and distinguish between ways in which organisms obtain energy.
The study of ecosystems at this level includes interactions of organisms within
populations, communities, and ecosystems including examples in the Great Lakes
region. Students recognize patterns in ecosystems and broaden their understanding
from the way one species lives in an environment to how populations and communities
interact. They explore how populations can be mutually beneficial and how that
relationship can lead to interdependency.
The final course of study in ecosystems for the sixth grader includes biotic and
abiotic factors in an ecosystem that influence change. Included is the consequence of
overpopulation of a species, including humans. Students explore how humans affect
change, purposefully and accidentally, and recognize possible consequences for activity
and development.
Earth Science: Solid Earth, Earth in Space and Time

Sixth grade students develop a deeper understanding of the Earth through the
exploration of the rock cycle, phenomena that shape the Earth, and Earth’s history.
In the elementary curriculum, students observed a variety of Earth materials and
identified different properties that help sustain life. Sixth grade students explore
the formation and weathering of rocks and how different soil types are formed.
Their knowledge continues through study of movement of lithospheric plates, major
geological events, and layers of the Earth. Students are introduced to the concept of
the Earth as a magnet.

The Earth science curriculum includes a deeper exploration into rocks, rock layers,
and fossils. They provide evidence of the history of the Earth and are used to measure
geologic time. Fossils provide evidence of how life and environmental conditions have
changed over long periods of time.
The concept of energy in the sixth grade curriculum is integral throughout the study
in physical, life, and Earth science. Students gain a deeper understanding of the
concept when encouraged to apply what they know about energy transfer to energy in
ecosystems and the rapid and gradual changes on Earth.
Sixth Grade Science Standards, Statements, and Expectations
Note: The number in parentheses represents the number of expectations..
Discipline 1: Science Processes (S)

Standard: Inquiry Process (IP)
1 Statement (6)
Standard: Inquiry Analysis and Communication (IA)
1 Statement (5)
Standard: Reflection and Social Implications (RS)
1 Statement (9)
Discipline 2: Physical Science (P)

Standard: Energy (EN)
Kinetic and Potential Energy (2)
Energy Transfer (2)
Standard: Changes in Matter (CM)
Changes in State (2)
Discipline 3: Life Science (L)

Standard: Organization of Living Things (OL)
Producers, Consumers, and Decomposers (2)
Standard: Ecosystems (EC)
Interactions of Organisms (1)
Relationships of Organisms (3)
Biotic and Abiotic Factors (2)
Environmental Impact of Organisms (2)
Discipline 4: Earth Science (E)

Standard: Solid Earth (SE)
Soil (4)
Rock Formation (1)
Plate Tectonics (3)
Magnetic Field of Earth (2)
Standard: Earth in Space and Time (ST)
Fossils (1)
Geologic Time (2)

SCIENCE PROCESSES Inquiry Process
K-7 Standard S.IP: Develop an understanding that scientific inquiry and

reasoning involves observing, questioning, investigating, recording, and
developing solutions to problems.
S.IP.M.1 Inquiry involves generating questions, conducting

investigations, and developing solutions to problems through
reasoning and observation.
S.IP.06.11 Generate scientific questions based on observations,

investigations, and research.
S.IP.06.12 Design and conduct scientific investigations.
S.IP.06.13 Use tools and equipment (spring scales, stop watches, meter
sticks and tapes, models, hand lens, thermometer, models,
sieves, microscopes) appropriate to scientific investigations.
S.IP.06.14 Use metric measurement devices in an investigation.
S.IP.06.15 Construct charts and graphs from data and observations.
S.IP.06.16 Identify patterns in data.
Inquiry Analysis and Communication
K-7 Standard S.IA: Develop an understanding that scientific inquiry and

investigations require analysis and communication of findings, using
appropriate technology.

S.IA.M.1 Inquiry includes an analysis and presentation of findings
that lead to future questions, research, and investigations.
S.IA.06.11 Analyze information from data tables and graphs to answer

scientific questions.
S.IA.06.12 Evaluate data, claims, and personal knowledge through
collaborative science discourse.
S.IA.06.13 Communicate and defend findings of observations and
investigations using evidence.
S.IA.06.14 Draw conclusions from sets of data from multiple trials of a
scientific investigation.
S.IA.06.15 Use multiple sources of information to evaluate strengths and
weaknesses of claims, arguments, or data.
K-7 Standard S.RS: Develop an understanding that claims and evidence for
their scientific merit should be analyzed. Understand how scientists decide
what constitutes scientific knowledge. Develop an understanding of
the importance of reflection on scientific knowledge and its application to new
situations to better understand the role of science in society and technology.

S.RS.M.1 Reflecting on knowledge is the application of scientific
knowledge to new and different situations. Reflecting on knowledge
requires careful analysis of evidence that guides decision-making
and the application of science throughout history and within society.

S.RS.06.11 Evaluate the strengths and weaknesses of claims,
arguments, and data.
S.RS.06.12 Describe limitations in personal and scientific
knowledge.
S.RS.06.13 Identify the need for evidence in making scientific
decisions.
S.RS.06.14 Evaluate scientific explanations based on current
evidence and scientific principles.
S.RS.06.15 Demonstrate scientific concepts through various
illustrations, performances, models, exhibits, and
activities.
S.RS.06.16 Design solutions to problems using technology.
S.RS.06.17 Describe the effect humans and other organisms have
on the balance of the natural world.
S.RS.06.18 Describe what science and technology can and cannot
reasonably contribute to society.
S.RS.06.19 Describe how science and technology have advanced
because of the contributions of many people
throughout history and across cultures.

PHYSICAL SCIENCE Energy
K-7 Standard P.EN: Develop an understanding that there

are many forms of energy (such as heat, light, sound, and
electrical) and that energy is transferable by convection,
conduction, or radiation. Understand energy can be in motion,
called kinetic; or it can be stored, called potential. Develop
an understanding that as temperature increases, more energy is
added to a system. Understand nuclear reactions in the
sun produce light and heat for the Earth.
P.EN.M.1 Kinetic and Potential Energy- Objects and

substances in motion have kinetic energy. Objects and
substances may have potential energy due to their relative
positions in a system. Gravitational, elastic, and chemical
energy are all forms of potential energy.

P.EN.06.11 Identify kinetic or potential energy in everyday
situations (for example: stretched rubber band,
objects in motion, ball on a hill, food energy).
P.EN.06.12 Demonstrate the transformation between potential
and kinetic energy in simple mechanical systems (for
example: roller coasters, pendulums).

P.EN.M.4 Energy Transfer- Energy is transferred from a
source to a receiver by radiation, conduction, and
convection. When energy is transferred from one
system to another, the quantity of energy before the
transfer is equal to the quantity of energy after the
transfer. *
P.EN.06.41 Explain how different forms of energy can be

transferred from one place to another by radiation,
conduction, or convection.
P.EN.06.42 Illustrate how energy can be transferred while no
energy is lost or gained in the transfer.

Changes in Matter
K-7 Standard P.CM: Develop an understanding of changes in the

state of matter in terms of heating and cooling, and in terms of
arrangement and relative motion of atoms and molecules.
Understand the differences between physical and chemical
changes. Develop an understanding of the conservation of mass.
Develop an understanding of products and reactants in a chemical
change.

P.CM.M.1 Changes in State- Matter changing from state to
state can be explained by using models which show that
matter is composed of tiny particles in motion. When
changes of state occur, the atoms and/or molecules are not
changed in structure. When the changes in state occur,
mass is conserved because matter is not created or
destroyed.
P.CM.06.11 Describe and illustrate changes in state, in terms of

the arrangement and relative motion of the atoms or
molecules.
P.CM.06.12 Explain how mass is conserved as a substance
changes from state to state in a closed system. *
LIFE SCIENCE Organization of Living Things
K-7 Standard L.OL: Develop an understanding that plants and

animals (including humans) have basic requirements for
maintaining life which include the need for air, water, and a source
of energy. Understand that all life forms can be classified as
producers, consumers, or decomposers as they are all part of a
global food chain where food/energy is supplied by plants which
need light to produce food/energy. Develop an understanding that
plants and animals can be classified by observable traits and
physical characteristics. Understand that all living organisms are
composed of cells and they exhibit cell growth and division.
Understand that all plants and animals have a definite life cycle,
body parts, and systems to perform specific life functions.
* Revised expectations marked by an asterisk.

L.OL.M.5 Producers, Consumers, and Decomposers –
Producers are mainly green plants that obtain energy from
the sun by the process of photosynthesis. All animals,
including humans, are consumers that meet their energy
needs by eating other organisms or their products.
Consumers break down the structures of the organisms
they eat to make the materials they need to grow and
function. Decomposers, including bacteria and fungi, use
dead organisms or their products to meet their energy
needs. *
L.OL.06.51 Classify producers, consumers, and decomposers

based on their source of food (the source of energy
and building materials). *
L.OL.06.52 Distinguish between the ways in which consumers and
decomposers obtain energy.

Ecosystems
K-7 Standard L.EC: Develop an understanding of the

interdependence of the variety of populations, communities
and ecosystems, including those in the Great Lakes region.
Develop an understanding of different types of interdependence
and that biotic (living) and abiotic (non-living) factors affect the
balance of an ecosystem. Understand that all organisms cause
changes, some detrimental and others beneficial, in the
environment where they live.
L.EC.M.1 Interactions of Organisms- Organisms of

one species form a population. Populations of
different organisms interact and form communities. Living
communities and nonliving factors that interact with them
form ecosystems.
L.EC.06.11 Identify and describe examples of populations,

communities, and ecosystems including the Great
Lakes region. *
L.EC.M.2 Relationships of Organisms- Two types of

organisms may interact with one another in several ways:
they may be in a producer/consumer, predator/
prey, or parasite/host relationship. Some organisms
may scavenge or decompose another. Relationships may be
competitive or mutually beneficial. Some species have
become so adapted to each other that neither could survive
without the other.
L.EC.06.21 Describe common patterns of relationships between

and among populations (competition, parasitism,
symbiosis, predator/prey).
L.EC.06.22 Explain how two populations of organisms can be
mutually beneficial and how that can lead to
interdependency.
L.EC.06.23 Predict how changes in one population might affect
other populations based upon their relationships in the
food web.
L.EC.M.3 Biotic and Abiotic Factors- The number
of organisms and populations an ecosystem can support
depends on the biotic (living) resources available and
abiotic (nonliving) factors, such as quality of light
and water, range of temperatures, and soil composition.
L.EC.06.31 Identify the living (biotic) and nonliving (abiotic)

components of an ecosystem.
L.EC.06.32 Identify the factors in an ecosystem that influence
changes in population size.

L.EC.M.4 Environmental Impact of Organisms- All
organisms (including humans) cause change in the
environment where they live. Some of the changes
are harmful to the organism or other organisms, whereas
others are helpful.
L.EC.06.41 Describe how human beings are part of the

ecosystem of the Earth and that human activity can
purposefully, or accidentally, alter the balance
in ecosystems.
L.EC.06.42 Predict possible consequences of overpopulation of
organisms, including humans, (for example: species
extinction, resource depletion, climate change,
pollution).
EARTH SCIENCE Solid Earth
K-7 Standard E.SE: Develop an understanding of the properties

of Earth materials and how those properties make materials
useful. Understand gradual and rapid changes in Earth materials
and features of the surface of Earth. Understand magnetic
properties of Earth.

E.SE.M.1 Soil- Soils consist of weathered rocks and
decomposed organic materials from dead plants, animals,
and bacteria. Soils are often found in layers with each
having a different chemical composition and texture.
E.SE.06.11 Explain how physical and chemical weathering lead to

erosion and the formation of soils and sediments.
E.SE.06.12 Explain how waves, wind, water, and glacier
movement, shape and reshape the land surface
of the Earth by eroding rock in some areas and
E.SE.06.13 Describe how soil is a mixture made up of weather
eroded rock and decomposed organic material.
E.SE.06.14 Compare different soil samples based on particle size
and texture.

E.SE.M.4 Rock Formation- Rocks and rock formations bear
evidence of the minerals, materials, temperature/pressure
conditions, and forces that created them.
E.SE.06.41 Compare and contrast the formation of rock types

(igneous, metamorphic, and sedimentary) and
demonstrate the similarities and differences using
the rock cycle model.
E.SE.M.5 Plate Tectonics- The lithospheric plates of the Earth

constantly move, resulting in major geological events, such as
earthquakes, volcanic eruptions, and mountain building.
E.SE.06.51 Explain plate tectonic movement and how the

lithospheric plates move centimeters each year.
E.SE.06.52 Demonstrate how major geological events
(earthquakes, volcanic eruptions, mountain building)
result from these plate motions.
E.SE.06.53 Describe layers of the Earth as a lithosphere (crust and
upper mantle), convecting mantle, and dense metallic
core.
E.SE.M.6 Magnetic Field of Earth- Earth as a whole has

a magnetic field that is detectable at the surface with a
compass.
E.SE.06.61 Describe the Earth as a magnet and compare the

magnetic properties of the Earth to that of a natural or
manufactured magnet. *
E.SE.06.62 Explain how a compass works using the magnetic field of
the Earth, and how a compass is used for navigation on
land and sea.
Earth in Space and Time

K-7 Standard E.ST: Develop an understanding that the sun is the
central and largest body in the solar system and that Earth and other
objects in the sky move in a regular and predictable motion around
the sun. Understand that those motions explain the day, year, moon
phases, eclipses and the appearance of motion of objects across the
sky. Understand that gravity is the force that keeps the planets in
orbit around the sun and governs motion in the solar system. Develop
an understanding that fossils and layers of Earth provide evidence of
the history of Earth’s life forms, changes over long periods of time,
and theories regarding Earth’s history and continental drift.
E.ST.M.3 Fossils- Fossils provide important evidence of how

life and environmental conditions have changed in a given
location.
E.ST.06.31 Explain how rocks and fossils are used to understand the
age and geological history of the Earth (timelines and
relative dating, rock layers).

E.ST.M.4 Geologic Time- Earth processes seen today (erosion,
mountain building, and glacier movement) make possible
the measurement of geologic time through methods such as
observing rock sequences and using fossils to correlate the
sequences at various locations.
E.ST.06.41 Explain how Earth processes (erosion, mountain building,

and glacier movement) are used for the measurement of
geologic time through observing rock layers.
E.ST.06.42 Describe how fossils provide important evidence of how
life and environmental conditions have changed.


S I XT H G RA D E E N G L I S H L A N G U A G E A R T S
GRADE LEVEL
6
ELA
CONTENT
EXPECTATIONS v.12.05
Welcome to Michigan’s K-8 Grade Level Content Expectations
R EA D I N G
Purpose & Overview
In 2004, the Michigan Department of Education embraced the challenge of creating
Grade Level Content Expectations in response to the federal No Child Left Behind Act
W R IT I N G of 2001. This act mandated the existence of a set of comprehensive state grade level
assessments that are designed based on rigorous grade level content.
In this global economy, it is essential that Michigan students possess personal, social,
occupational, civic, and quantitative literacy. Mastery of the knowledge and essential skills
S P EA K I N G
defined in Michigan’s Grade Level Content Expectations will increase students’ ability to
be successful academically, contribute to the future businesses that employ them and the
communities in which they choose to live.
L I ST E N I N G The Grade Level Content Expectations build from the Michigan Curriculum Framework
and its Teaching and Assessment Standards. Reflecting best practices and current
research, they provide a set of clear and rigorous expectations for all students and
provide teachers with clearly defined statements of what students should know
V I EW I N G
and be able to do as they progress through school.

The Office of School Improvement is committed to creating the best possible product
for educators. This commitment served as the impetus for the revision of the 6.04 edition
that was previously released in June of 2004. This new version, v.12.05, refines and
clarifies the original expectations, while preserving their essence and original intent.
As education continues to evolve, it is important to remember that each curriculum
document should be considered as a work in progress, and will continue to be refined
to improve the quality.
The revision process greatly improved the continuity from one grade to the next, and
better ensured coherence both in content and pedagogy. To obtain more specific details
about the revisions, please refer to the addendum included in this document. The forward
of the Across the Grades v.12.05 companion document also clarifies the types of changes
made. Educators can access the Across the Grades companion document by visiting
the Michigan Department of Education Grade Level Content Expectations web page at
www.michigan.gov/glce.
Assessment
The Grade Level Content Expectations document is intended to be a state assessment
tool with the expectations written to convey expected performances by students. The
Office of Assessment and Accountability was involved in the development of version 12.05
and has incorporated the changes in the construction of test and item specifications for
the K-8 Michigan Education Assessment Program (MEAP) and MI-Access. This updated
version will assist us in the creation of companion documents, content examples, and
to guide program planners in focusing resources and energy.
Office of School Improvement
Curriculum
Using this document as a focal point in the school improvement process, schools and districts
can generate conversations among stakeholders concerning current policies and practices
to consider ways to improve and enhance student achievement. Together, stakeholders can
use these expectations to guide curricular and instructional decisions, identify professional
development needs, and assess student achievement.

The expectations in this document are divided into strands with multiple domains within each, as
shown below. The skills and content addressed in these expectations will in practice be woven
together into a coherent, English language arts curriculum. Beyond the English language arts
curriculum, students will use the skills and processes to support learning in all content areas.
To allow for ease in referencing expectations, each expectation has been coded with a strand,
domain, grade-level, and expectation number. For example, R.NT.00.01 indicates:
R - Reading Strand
NT - Narrative Text Domain
00 - Kindergarten Expectation
01- First Expectation in the Grade-Level Narrative Text Domain
Strand 1 Strand 2 Strand 3 Strand 4

Reading Writing Speaking Listening & Viewing
Domains
Word Recognition and Genre (GN) Conventions (CN) Conventions (CN)
Word Study (WS) Process (PR) Discourse (DS) Response (RP)
• Phonemic Awareness Personal Style (PS)
• Phonics Grammar & Usage (GR)
• Word Recognition Spelling (SP)
• Vocabulary Handwriting (HW)
Fluency (FL) Writing Attitude (AT)
Narrative Text (NT)
Informational Text (IT)
Comprehension (CM)
Metacognition (MT)
Critical Standards (CS)
Reading Attitude (AT)

Within the hands of teachers, the Grade Level Content Expectations are converted into exciting
and engaging learning for Michigan’s students. As we use these expectations to develop units of
instruction and plan instructional delivery, it is critical to keep in mind that content knowledge
alone is not sufficient for academic success. Students must be able to apply knowledge in new
situations, to solve problems by generating new ideas, and to make connections between what
they learn in class to the world around them. The art of teaching is what makes the content of
learning become a reality.
Through the collaborative efforts of Michigan educators and creation of professional learning
communities, we can enable our young people to attain the highest standards, and thereby
open doors for them to have fulfilling and successful lives.
2 SIXTH GRADE E N G L I S H L A N G U A G E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT OF EDUCATION

R EA D I N G Word Recognition and Word Study
Word Recognition
Students will…
R.WS.06.01 explain and use word structure, sentence structure, and prediction to aid
in decoding and understanding the meanings of words encountered in context.
R.WS.06.02 use structural, syntactic, and semantic analysis to recognize unfamiliar words
in context including origins and meanings of foreign words, words with multiple meanings,
and knowledge of major word chunks/rimes, and syllabication.
R.WS.06.03 automatically recognize frequently encountered words in print with the
number of words that can be read fluently increasing steadily across the school year.
R.WS.06.04 know the meanings of words encountered frequently in grade-level reading
and oral language contexts.
R.WS.06.05 acquire and apply strategies to identify unknown words and construct meaning.
Fluency
Students will…
R.WS.06.06 fluently read beginning grade-level text and increasingly demanding texts
as the year proceeds.
Vocabulary
Students will…
R.WS.06.07 in context, determine the meaning of words and phrases including regional
idioms, literary and technical terms, and content vocabulary using strategies including
connotation, denotation, and authentic content-related resources.
Narrative Text
Students will…
R.NT.06.01 describe how characters form opinions about one another in ways that can
be fair and unfair in classic, multicultural, and contemporary literature recognized for quality
and literary merit.
R.NT.06.02 analyze the structure, elements, style, and purpose of narrative genre including
folktales, fantasy, adventure, and action stories.
R.NT.06.03 analyze how dialogue enhances the plot, characters, and themes; differentiates
major and minor characters; and builds climax.
R.NT.06.04 analyze how authors use literary devices including dialogue, imagery, mood,
and understatement to develop the plot, characters, point of view, and theme.
M I C H I G A N D E PA RT M E N T O F E D U C AT I O N ■ v.1 2 . 0 5 ■ E N G L I S H L A N G U A G E A RT S SIXTH GRADE 3

Informational Text
Students will…
R.IT.06.01 analyze the structure, elements, features, style, and purpose of informational
genre, including research reports, “how-to” articles, and essays.
R.IT.06.02 analyze organizational text patterns including descriptive, chronological
sequence, and problem/solution.
R.IT.06.03 explain how authors use text features including footnotes, bibliographies,
introductions, summaries, conclusions, and appendices to enhance the understanding
of central, key, and supporting ideas.
Comprehension
Students will…
R.CM.06.01 connect personal knowledge, experiences, and understanding of the world
to themes and perspectives in text through oral and written responses.
R.CM.06.02 retell through concise summarization grade-level narrative and informational text.
R.CM.06.03 analyze global themes, universal truths and principles within and across
texts to create a deeper understanding by drawing conclusions, making inferences, and
synthesizing.
R.CM.06.04 apply significant knowledge from grade-level science, social studies, and
mathematics texts.
Metacognition
Students will…
R.MT.06.01 self-monitor comprehension when reading or listening to text by automatically
applying and discussing the strategies used by mature readers to increase comprehension
including: predicting, constructing mental images, visually representing ideas in text,
questioning, rereading or listening again if uncertain about meaning, inferring, summarizing,
and engaging in interpretive discussions.
R.MT.06.02 plan, monitor, regulate, and evaluate skills, strategies, and processes for their
own reading comprehension by applying appropriate metacognitive skills such as SQP3R
and pattern guides.
Critical Standards
Students will…
R.CS.06.01 compare the appropriateness of shared, individual and expert standards based on
purpose, context, and audience in order to assess their own writing and the writing of others.
Reading Attitude
Students will…
R.AT.06.01 be enthusiastic about reading and do substantial reading and writing on
their own.

W R IT I N G Writing Genre
Students will…
W.GN.06.01 write a cohesive narrative piece such as a personal narrative, adventure,
tall tale, folktale, fantasy, or poetry that includes appropriate conventions to the genre,
employing elements of characterization for major and minor characters; internal and/or
external conflict; and issues of plot, theme, and imagery.
W.GN.06.02 write a personal, persuasive, or comparative essay that includes
organizational patterns supporting key ideas.
W.GN.06.03 formulate research questions using multiple resources and perspectives that
allow them to organize, analyze, and explore problems and pose solutions that culminate in
a final presented project using the writing process.
Writing Process
Students will…
W.PR.06.01 set a purpose, consider audience, and replicate authors’ styles and patterns
when writing a narrative or informational piece.
W.PR.06.02 apply a variety of pre-writing strategies for both narrative (e.g., graphic
organizers designed to develop a plot that includes major and minor characters, builds
climax, and uses dialogue to enhance a theme) and informational writing (e.g., problem/
solution or sequence).
W.PR.06.03 revise drafts for clarity, coherence, and consistency in content, voice, and
genre characteristics with audience and purpose in mind.
W.PR.06.04 draft focused ideas for a specific purpose using multiple paragraphs, sentence
variety, and voice to meet the needs of an audience (e.g., word choice, level of formality, and
use of example) when writing compositions.
W.PR.06.05 proofread and edit writing using grade-level checklists and other appropriate
resources both individually and in groups.
Personal Style
Students will…
W.PS.06.01 exhibit personal style and voice to enhance the written message in both
narrative (e.g., personification, humor, element of surprise) and informational writing
(e.g., emotional appeal, strong opinion, credible support).

Grammar and Usage
Students will…
W.GR.06.01 in the context of writing, correctly use style conventions (e.g., Modern
Language Association Handbook) and a variety of grammatical structures in writing
including indefinite and predicate pronouns; transitive and intransitive verbs; adjective and
adverbial phrases; adjective and adverbial subordinate clauses; comparative adverbs and
adjectives; superlatives, conjunctions; compound sentences; appositives; independent and
dependent clauses; introductory phrases; periods; commas; quotation marks; and use of
underlining and italics for specific purposes.
Spelling
Students will…
W.SP.06.01 in the context of writing, correctly spell frequently encountered and
frequently misspelled words.
Handwriting
Students will…
W.HW.06.01 write neat and legible compositions.
Writing Attitude
Students will…
W.AT.06.01 be enthusiastic about writing and learning to write.

S P EA K I N G Conventions
Students will…
S.CN.06.01 adjust their use of language to communicate effectively with a variety of
audiences and for different purposes by asking and responding to questions and remarks to
engage the audience when presenting.
S.CN.06.02 speak effectively using rhyme, rhythm, cadence, and word play for effect in
narrative and informational presentations.
S.CN.06.03 present in standard American English if it is their first language. (Students
whose first language is not English will present in their developing version of standard
American English.)
Discourse
Students will…
S.DS.06.01 engage in interactive, extended discourse to socially construct meaning in
book clubs, literature circles, partnerships, or other conversation protocols.
S.DS.06.02 respond to multiple text types in order to compare/contrast ideas, form, and
style; to evaluate quality; take a stand and support an issue; and to identify personally with
a universal theme.
S.DS.06.03 discuss written narratives that include a variety of literary and plot devices
(e.g., established context plot, point of view, sensory details, dialogue, and suspense).
S.DS.06.04 plan a focused and coherent informational presentation using an informational
organizational pattern (e.g., problem/solution, sequence); select a focus question to address
and organize the message to ensure that it matches the intent and the audience to which it
will be delivered.

L I ST E N I N G Conventions
& V I EW I N G Students will…
L.CN.06.01 respond to, evaluate, and analyze the speaker’s effectiveness and content
when listening to or viewing a variety of speeches and presentations.
L.CN.06.02 listen to or view critically while demonstrating appropriate social skills of
audience behaviors (e.g., eye contact, attentive, supportive); critically examine the verbal
and non-verbal strategies during speeches and presentations.
Response
Students will…
L.RP.06.01 listen to or view knowledgeably a variety of genre to summarize, take notes on
key points, and ask clarifying questions.
L.RP.06.02 select, listen to or view knowledgeably, and respond thoughtfully to both classic
and contemporary texts recognized for quality and literary merit.
L.RP.06.03 identify a speaker’s affective communication expressed through tone, mood,
and emotional cues.
L.RP.06.04 relate a speaker’s verbal communications (e.g., tone of voice) to the non-verbal
message communicated (e.g., eye contact, posture, and gestures).
L.RP.06.05 respond to multiple text types when listened to or viewed knowledgeably, by
discussing, illustrating, and/or writing in order to compare/contrast similarities and differences
in idea, form, and style to evaluate quality and to identify personal and universal themes.
L.RP.06.06 respond to, evaluate, and analyze the credibility of a speaker who uses
persuasion to affirm his/her point of view in a speech or presentation.
L.RP.06.07 identify persuasive and propaganda techniques used in television, and identify
false and misleading information.

S I XT H G RA D E M A T H E M A T I C S
6
GRADE LEVEL
MATH
CONTENT
EXPECTATIONS v. 1 2 . 0 5
NUMBER & OPERATIONS Welcome to Michigan’s K-8 Grade Level Content Expectations
Purpose & Overview
In 2004, the Michigan Department of Education embraced the challenge of creating
A L G E B RA Grade Level Content Expectations in response to the federal No Child Left Behind Act
of 2001. This act mandated the existence of a set of comprehensive state grade level
assessments that are designed based on rigorous grade level content.
M EA S U R E M E NT In this global economy, it is essential that Michigan students possess personal, social,
occupational, civic, and quantitative literacy. Mastery of the knowledge and essential
skills defined in Michigan’s Grade Level Content Expectations will increase students’
ability to be successful academically, contribute to the future businesses that employ
G E O M ET RY them and the communities in which they choose to live.
The Grade Level Content Expectations build from the Michigan Curriculum Framework
and its Teaching and Assessment Standards. Reflecting best practices and current
DATA & PROBABILITY research, they provide a set of clear and rigorous expectations for all students and
provide teachers with clearly defined statements of what students should know
and be able to do as they progress through school.

The Office of School Improvement is committed to creating the best possible product
for educators. This commitment served as the impetus for the revision of the 6.04
edition that was previously released in June of 2004. This new version, v.12.05, refines
and clarifies the original expectations, while preserving their essence and original intent.
As education continues to evolve, it is important to remember that each curriculum
document should be considered as a work in progress, and will continue to be refined
to improve the quality.
The revision process greatly improved the continuity from one grade to the next, and
better ensured coherence both in content and pedagogy. To obtain more specific details
about the revisions, please refer to the addendum included in this document. The forward
of the Across the Grades v.12.05 companion document also clarifies the types of changes
made. Educators can access the Across the Grades companion document by visiting
the Michigan Department of Education Grade Level Content Expectations web page
at www.michigan.gov/glce.
Assessment
The Grade Level Content Expectations document is intended to be a state assessment
tool with the expectations written to convey expected performances by students. The
Office of Assessment and Accountability was involved in the development of version
12.05 and has incorporated the changes in the construction of test and item specifications
for the K-8 Michigan Education Assessment Program (MEAP) and MI-Access. This updated
version will assist us in the creation of companion documents, content examples, and to
Office of School Improvement
guide program planners in focusing resources and energy.
Curriculum
Using this document as a focal point in the school improvement process, schools and districts can
generate conversations among stakeholders concerning current policies and practices to consider
ways to improve and enhance student achievement. Together, stakeholders can use these
expectations to guide curricular and instructional decisions, identify professional development
needs, and assess student achievement.

The expectations in this document are divided into strands with multiple domains within each, as
shown below. The skills and content addressed in these expectations will in practice be woven
together into a coherent, Mathematics curriculum. The domains in each mathematics strand are
broader, more conceptual groupings. In several of the strands, the “domains” are similar to the
“standards” in Principles and Standards for School Mathematics from the National Council of
Teachers of Mathematics.
To allow for ease in referencing expectations, each expectation has been coded with a strand,
domain, grade-level, and expectation number. For example, M.UN.00.01 indicates:
M - Measurement strand
UN - Units & systems of measurement domain of the Measurement strand
00 - Kindergarten Expectation
01- First Expectation in the Grade-Level view of the Measurement strand
Strand 1 Strand 5
Strand 3 Strand 4
Number & Strand 2 Algebra Data and
Measurement Geometry
Operations Probability
Domains
Meaning, notation, Patterns, relations, Units and systems of Geometric shape, Data representation
place value, and functions, and measurement (UN) properties, and (RE)
comparisons (ME) change (PA) mathematical
Techniques and arguments (GS) Data interpretation
Number Representation (RP) formulas for and analysis (AN)
relationships measurement (TE) Location and spatial
and meaning of Formulas, relationships (LO) Probability (PR)
operations (MR) expressions, Problem
equations, and solving involving Spatial reasoning
Fluency with inequalities (RP) measurement (PS) and geometric
operations and modeling (SR)
estimation (FL)
Transformation and
symmetry (TR)

Within the hands of teachers, the Grade Level Content Expectations are converted into exciting
and engaging learning for Michigan’s students. As we use these expectations to develop units of
instruction and plan instructional delivery, it is critical to keep in mind that content knowledge
alone is not sufficient for academic success. Students must be able to apply knowledge in new
situations, to solve problems by generating new ideas, and to make connections between what
they learn in class to the world around them. The art of teaching is what makes the content of
learning become a reality.
Through the collaborative efforts of Michigan educators and creation of professional learning
communities, we can enable our young people to attain the highest standards, and thereby open
doors for them to have fulfilling and successful lives.
2 SIXTH GRADE M A T H E M A T I C S ■ v. 1 2 . 0 5 ■ M I C H I G A N D E P A R T M E N T O F E D U C A T I O N
NUMBER AND Multiply and divide fractions
OPERATIONS N.MR.06.01 Understand division of fractions as the inverse of multiplication,
e.g., if  ÷  = ■, then  • ■ =  , so ■ =  •  = 1210 .
N.FL.06.02 Given an applied situation involving dividing fractions, write a mathematical
statement to represent the situation.
N.MR.06.03 Solve for the unknown in equations such as  ÷ ■ = 1,  ÷ ■ =  , and
 = 1 • ■ .
N.FL.06.04 Multiply and divide any two fractions, including mixed numbers, fluently.
Represent rational numbers as fractions or decimals

N.ME.06.05 Order rational numbers and place them on the number line.
N.ME.06.06 Represent rational numbers as fractions or terminating decimals when possible,
and translate between these representations.
N.ME.06.07 Understand that a fraction or a negative fraction is a quotient of two integers,
e.g., -  is -8 divided by 3.
Add and subtract integers and rational numbers

N.MR.06.08 Understand integer subtraction as the inverse of integer addition. Understand integer
division as the inverse of integer multiplication.*
N.FL.06.09 Add and multiply integers between -10 and 10; subtract and divide integers using the
related facts. Use the number line and chip models for addition and subtraction.*
N.FL.06.10 Add, subtract, multiply and divide positive rational numbers fluently.
Find equivalent ratios

N.ME.06.11 Find equivalent ratios by scaling up or scaling down.
Solve decimal, percentage and rational number problems

N.FL.06.12 Calculate part of a number given the percentage and the number.
N.MR.06.13 Solve contextual problems involving percentages such as sales taxes and tips.*
N.FL.06.14 For applied situations, estimate the answers to calculations involving operations
with rational numbers.
N.FL.06.15 Solve applied problems that use the four operations with appropriate
decimal numbers.
Use exponents
N.ME.06.16 Understand and use integer exponents, excluding powers of negative bases; express
numbers in scientific notation.*
Understand rational numbers and their location on the number line

N.ME.06.17 Locate negative rational numbers (including integers) on the number line;
know that numbers and their negatives add to 0, and are on opposite sides and at equal
distance from 0 on a number line.
N.ME.06.18 Understand that rational numbers are quotients of integers (non zero
denominators), e.g., a rational number is either a fraction or a negative fraction.
N.ME.06.19 Understand that 0 is an integer that is neither negative nor positive.
N.ME.06.20 Know that the absolute value of a number is the value of the number ignoring
the sign; or is the distance of the number from 0.
* revised expectations in italics
M I C H I G A N D E P A R T M E N T O F E D U C A T I O N ■ v. 1 2 . 0 5 ■ M A T H E M A T I C S SIXTH GRADE 3
ALGEBRA Calculate rates
A.PA.06.01 Solve applied problems involving rates, including speed, e.g., if a car is going 50
mph, how far will it go in 3 hours?
Understand the coordinate plane

A.RP.06.02 Plot ordered pairs of integers and use ordered pairs of integers to identify points
in all four quadrants of the coordinate plane.
Use variables, write expressions and equations,

and combine like terms
A.FO.06.03 Use letters, with units, to represent quantities in a variety of contexts,
e.g., y lbs., k minutes, x cookies.
A.FO.06.04 Distinguish between an algebraic expression and an equation.
A.FO.06.05 Use standard conventions for writing algebraic expressions, e.g., 2x + 1 means
“two times x, plus 1” and 2(x + 1) means “two times the quantity (x + 1).”
A.FO.06.06 Represent information given in words using algebraic expressions and equations.
A.FO.06.07 Simplify expressions of the first degree by combining like terms, and evaluate
using specific values.
Represent linear functions using tables, equations, and graphs

A.RP.06.08 Understand that relationships between quantities can be suggested by graphs
and tables.
A.PA.06.09 Solve problems involving linear functions whose input values are integers; write the
equation; graph the resulting ordered pairs of integers, e.g., given c chairs, the “leg function” is 4c;
if you have 5 chairs, how many legs?; if you have 12 legs, how many chairs?*
A.RP.06.10 Represent simple relationships between quantities using verbal descriptions,
formulas or equations, tables, and graphs, e.g., perimeter-side relationship for a square,
distance-time graphs, and conversions such as feet to inches.
Solve equations
A.FO.06.11 Relate simple linear equations with integer coefficients, e.g., 3x = 8 or
x + 5 = 10, to particular contexts and solve.*
A.FO.06.12 Understand that adding or subtracting the same number to both sides of an
equation creates a new equation that has the same solution.
A.FO.06.13 Understand that multiplying or dividing both sides of an equation by the same
non-zero number creates a new equation that has the same solutions.
A.FO.06.14 Solve equations of the form ax + b = c, e.g., 3x + 8 = 15 by hand for positive
integer coefficients less than 20, use calculators otherwise, and interpret the results.
MEASUREMENT Convert within measurement systems

M.UN.06.01 Convert between basic units of measurement within a single measurement
system, e.g., square inches to square feet.
Find volume and surface area

M.PS.06.02 Draw patterns (of faces) for a cube and rectangular prism that, when
cut, will cover the solid exactly (nets).
M.TE.06.03 Compute the volume and surface area of cubes and rectangular prisms
given the lengths of their sides, using formulas.
* revised expectations in italics
4 SIXTH GRADE M A T H E M A T I C S ■ v. 1 2 . 0 5 ■ M I C H I G A N D E P A R T M E N T O F E D U C A T I O N
GEOMETRY Understand and apply basic properties
G.GS.06.01 Understand and apply basic properties of lines, angles, and triangles, including:
• triangle inequality
• relationships of vertical angles, complementary angles, supplementary angles
• congruence of corresponding and alternate interior angles when parallel lines
— are cut by a transversal, and that such congruencies imply parallel lines
• locate interior and exterior angles of any triangle, and use the property that an exterior
— angle of a triangle is equal to the sum of the remote (opposite) interior angles
• know that the sum of the exterior angles of a convex polygon is 360º.
Understand the concept of congruence and basic transformations

G.GS.06.02 Understand that for polygons, congruence means corresponding sides and angles
have equal measures.
G.TR.06.03 Understand the basic rigid motions in the plane (reflections, rotations, translations),
relate these to congruence, and apply them to solve problems.
G.TR.06.04 Understand and use simple compositions of basic rigid transformations, e.g., a
translation followed by a reflection.
Construct geometric shapes

G.SR.06.05 Use paper folding to perform basic geometric constructions of perpendicular lines,
midpoints of line segments and angle bisectors; justify informally.
DATA AND Understand the concept of probability and solve problems

PROBABILITY D.PR.06.01 Express probabilities as fractions, decimals, or percentages between 0 and 1; know
that 0 probability means an event will not occur and that probability 1 means an event will occur.
D.PR.06.02 Compute probabilities of events from simple experiments with equally likely
outcomes, e.g., tossing dice, flipping coins, spinning spinners, by listing all possibilities and finding
the fraction that meets given conditions.
M I C H I G A N D E P A R T M E N T O F E D U C A T I O N ■ v. 1 2 . 0 5 ■ M A T H E M A T I C S SIXTH GRADE 5
Organization of Western and Eastern Hemisphere Studies
in Grades Six and Seven
The study of the Western and Eastern Hemispheres during ancient and modern times, is the content of grades six and seven.
Instruction over these two years includes geography, economics, government, inquiry, public discourse and decision making,
citizen involvement, and World History and Geography - Eras 1, 2, and 3. These components may be arranged over the two
years with the understanding that all grade level content expectations for 6 and 7 must be included in the plan for instruction.
An approach which integrates the study of the ancient world and a present day context for geography, economics, and government
of both hemispheres requires careful planning. As of the writing of this document, grade level testing is not currently planned for
social studies, therefore,districts are afforded flexibility on the organizational delivery models for the content in grades 6 and 7.
The charts below illustrate organizational options for how those studies might be scheduled for delivery to students.
The first chart illustrates options for an integrated course of study, called Western and Eastern Hemisphere Studies, in the sixth
and seventh grades. This model infuses ancient world history into a regional Western and Eastern Hemisphere organization. The
difference between the options shown in this chart is the number of weeks devoted to specific topics. Notice that the shaded
columns show the number of weeks used in the first year to supplement the teaching of Eastern Hemisphere Studies. The
three options shown are only examples. A local school district may adopt another, such as spending 27 weeks on Western
Hemisphere Studies. It should also be noted that a district may wish to offer the Eastern Hemisphere Studies in sixth grade and
Western Hemisphere Studies in seventh grade.
Examples of Organization for Grades Six and Seven by Hemisphere
Western Hemisphere Studies Eastern Hemisphere Studies

Number The World The World in Contemporary Global Number Number The World The World in Contemporary Global
of Weeks in Temporal Spatial Terms Civics and Issues Past of Weeks of Weeks in Temporal Spatial Terms Civics and Issues Past
of Study Terms Overview and Economics of and Present Remaining to of Study Terms Overview and Economics of and Present
Overview and Geography the Western Begin Teaching Overview and Geography the Eastern
History of of Western Hemisphere the Eastern History of of Eastern Hemisphere
Ancient Hemisphere Hemisphere Ancient Hemisphere
Civilizations Civilizations
of Western of Eastern
Hemisphere Hemisphere
1 year = 7 weeks 19 weeks 5 weeks 5 weeks 0 weeks 1 year = 12 weeks 16 weeks 3 weeks 5 weeks
36 weeks 36 weeks

48 weeks
24 weeks 7 weeks 11 weeks 2 weeks 4 weeks 12 weeks ( 36 weeks 17 weeks 22 weeks 3 weeks 6 weeks
+12 weeks
from Grade 6)
44 weeks
28 weeks 7 weeks 14 weeks 3 weeks 4 weeks 8 weeks ( 36 weeks + 15 weeks 20 weeks 3 weeks 6 weeks
8 weeks
from Grade 6)
This next chart shows an example of how a local district might decide to divide the content by discipline with one year of ancient
world history and one year of world geography. Again, all 6th and 7th Grade Level Content Expectations must be included in this
discipline-based organizational delivery model.
Example of Organization for Grades Six and Seven by Content Discipline
Ancient World Studies World Geography Studies

Number The World Ancient Ancient Contemporary Global Number The World in Geography of Geography of Global
of Weeks in Temporal History History Civics/ Issues Past of Weeks Spatial Terms the Eastern the Western Issues Past
of Study Terms of Eastern of Western Government and Present of Study Hemisphere Hemisphere and Present
Hemisphere Hemisphere and Economics
36 weeks 2 weeks 15 weeks 9 weeks 4 weeks 6 weeks 36 weeks 2 weeks 19 weeks 9 weeks 6 weeks

GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION 43
An Overview of Western and Eastern Hemisphere Studies
The World in Temporal Terms – Historical Habits of Mind
(Included in Grade 6 as a foundation for Grade 7)
Students will identify the conceptual devices to organize their study of the world. They will compare cultural and
historical interpretation. They will use the process of reasoning based on evidence from the past and interpret a
variety of historical documents recognizing fact from opinion and seeking multiple historical perspectives and will
evaluate evidence, compare and contrast information, interpret the historical record, and develop sound historical
arguments and perspectives on which informed decisions in contemporary life can be based.
WHG Era 1 – The Beginnings of Human Society: Beginnings to 4000 B.C.E./B.C.

Students will explain the basic features and differences between hunter-gatherer societies and pastoral nomads.
Analyze and explain the geographic, environmental, biological, and cultural processes that influenced the rise of
the earliest human communities, the migration and spread of people throughout the world, and the causes and
consequences of the growth of agriculture.
WHG Era 2 – Early Civilizations and Cultures and the Emergence of Pastoral Peoples,
4000 to 1000 B.C.E./B.C.
Students will describe and differentiate defining characteristics of early civilizations.
WHG Era 3 – Classical Traditions, World Religions, and Major Empires, 1000 B.C.E./B.C.
to 300 C.E./A.D.
(Grades six and seven includes World History to 300 C.E./A.D.)
Students will analyze the innovations and social, political, and economic changes that occurred through emergence
of classical civilizations in the major regions of the world, including the establishment of five major world religions.
The World in Spatial Terms – Geographical Habits of Mind

(Included in Grade 6 as a foundation for Grade 7)
Students will study the relationships between people, places, and environments by using information that is in a
geographic (spatial) context. They will engage in mapping and analyzing the information to explain the patterns
and relationships they reveal both between and among people, their cultures, and the natural environment. They
will identify and access information, evaluate it using criteria based on concepts and themes, and use geography in
problem solving and decision making. Students will explain and use key conceptual devices (places and regions,
spatial patterns and processes) that geographers use to organize information and inform their study of the world.
Places and Regions

Students will describe the cultural groups and diversities among people that are rooted in particular places and in
human constructs called regions. They will analyze the physical and human characteristics of places and regions.
Physical Systems
Students will describe the physical processes that shape the Earth’s surface which, along with plants and animals, are
the basis for both sustaining and modifying ecosystems. They will identify and analyze the patterns and characteristics
of the major ecosystems on Earth.
Human Systems
Students will explain that human activities help shape Earth’s surface, human settlements and structures are part
of Earth’s surface, and humans compete for control of Earth’s surface. They will study human populations, cultural
mosaics, economic interdependence, human settlement, and cooperation.
Environment and Society

Students will explain that the physical environment is modified by human activities, which are influenced by the ways
in which human societies value and use Earth’s natural resources, and by Earth’s physical features and processes. They
will explain how human action modifies the physical environment and how physical systems affect human systems.
44 GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION
An Overview of Western and Eastern Hemisphere Studies – continued
Global Issues Past and Present (Capstone Projects, G6)

The challenges of the 21st century require students to be globally literate regarding major global issues and the
processes necessary to inquire about issues, gather information, and make decisions that arise during their lifetimes.
They will need to practice responsible citizenship and make informed and reasoned decisions for the public good in a
pluralistic, democratic society and an interdependent world.
Throughout the school year, the students will be introduced to topics that address global issues that integrate time
and place. The topics are important for understanding contemporary global issues that affect countries and regions.
Regular experiences with those topics and issues are necessary during each grade in order to build the background
students will require to complete in-depth capstone projects.
A capstone project entails the investigation of historical and contemporary global issues that have significance for the
student and are clearly linked to the world outside the classroom. Students use technology and traditional sources
to collect data that they develop into a product or performance that clearly demonstrates their proficiency in apply-
ing content from the core disciplines. They use public discourse, decision making, and citizen involvement in complet-
ing and presenting the capstone. The students demonstrate inquiry methods and compose persuasive civic essays
using reasoned arguments. The capstone project proposes a plan for the future based on the evidence researched. At
least three global issues should be used in capstone projects at each grade level.
Purposes of Government
Students will analyze how people identify, organize, and accomplish the purposes of government.
Structure and Functions of Government

Students will describe the major activities of government including making and enforcing laws, providing services and
benefits to individuals and groups, assigning individual and collective responsibilities, generating revenue, and providing
national security.
Relationship of United States to Other Nations and World Affairs

Students will explain that the world is organized politically into nation-states, and how nation-states interact with
one another.
The Market Economy

Students will describe the market economy in terms of relevance of limited resources, how individuals and
institutions make and evaluate decisions, the role of incentives, how buyers and sellers interact to create markets,
how markets allocate resources, and the economic role of government in a market economy.
The National Economy

Students will use economic concepts, terminology, and data to identify and describe how a national economy
functions. They will study the role of government as a provider of goods and services within a national economy.
The International Economy

Students will analyze reasons for individuals and businesses to specialize and trade, why individuals and businesses
trade across international borders, and the comparisons of the benefits and costs of specialization and the resulting
trade for consumers, producers, and governments.
Public Discourse, Decision Making, Citizen Involvement

Students will identify and analyze public policy issues, express and justify decisions, and develop an action plan to
inform others.
Western Hemisphere Studies Grade Six
Sixth grade students will explore the tools and mental constructs used by historians and geographers. They
will develop an understanding of Ancient World History, Eras 1 – 3, of the Western Hemisphere and will study
contemporary geography of the Western Hemisphere. Contemporary civics/government and economics content is
integrated throughout the year. As a capstone, the students will conduct investigations about past and present global
issues. Using significant content knowledge, research, and inquiry, they will analyze an issue and propose a plan for the
future. As part of the inquiry, they compose civic, persuasive essays using reasoned argument.
HISTORY
H1 The World in Temporal Terms: Historical Habits of Mind (Foundational for Grade 7)
1.1 Temporal Thinking
1.2 Historical Inquiry and Analysis
1.4 Historical Understanding
W1 WHG Era 1 – The Beginnings of Human Society
1.1 Peopling of the Earth
1.2 Agricultural Revolution
W2 WHG Era 2 – Early Civilizations and Cultures and the Emergence of Pastoral Peoples
2.1 Early Civilizations and Early Pastoral Societies
W3 WHG Era 3 – Classical Traditions, World Religions, and Major Empires
3.1 Classical Traditions and Major Empires in the Western Hemisphere
GEOGRAPHY
G1 The World in Spatial Terms: Geographical Habits of Mind (Foundational for Grade 7)
1.1 Spatial Thinking
1.2 Geographical Inquiry and Analysis
1.3 Geographical Understanding
G2 Places and Regions
2.1 Physical Characteristics of Place
2.2 Human Characteristics of Place
G3 Physical Systems
3.1 Physical Processes
3.2 Ecosystems
G4 Human Systems
4.1 Cultural Mosaic
4.2 Technology Patterns and Networks
4.3 Patterns of Human Settlement
4.4 Forces of Cooperation and Conflict
G5 Environment and Society
5.1 Humans and the Environment
5.2 Physical and Human Systems
G6 Global Issues Past and Present
6.1 Global Topic Investigation and Issue Analysis
CIVICS AND GOVERNMENT
C1 Purposes of Government
1.1 Nature of Civic Life, Politics, and Government
C3 Structure and Functions of Government
3.6 Characteristics of Nation-States
C4 Relationship of United States to Other Nations and World Affairs
4.3 Conflict and Cooperation Between and Among Nations
ECONOMICS
E1 The Market Economy
1.1 Individual, Business, and Government Choices
E2 The National Economy
2.3 Role of Government
E3 International Economy
3.1 Economic Systems
3.3 Economic Interdependence
PUBLIC DISCOURSE, DECISION MAKING, AND CITIZEN INVOLVEMENT

Social Studies Content Expectations Grade Six
6th Grade Western Hemisphere Studies

Sixth Grade includes North America, Central America, the Caribbean, and South America. Europe and Russia are listed
in the document in grade 7, but may be included with either Western or Eastern Hemisphere Studies. World History
Eras 1, 2, and 3 are included in Grades 6 and 7 as a foundation for High School World History and Geography.
Note:The World in Temporal Terms and The World in Spatial Terms become foundational expectations for the 7th Grade study
of the Eastern Hemisphere.
HISTORY
H1 The World in Temporal Terms: Historical Habits of Mind
(Ways of Thinking)
Evaluate evidence, compare and contrast information, interpret the historical record, and develop sound historical
arguments and perspectives on which informed decisions in contemporary life can be based.
H1.1 Temporal Thinking
Use historical conceptual devices to organize and study the past.
Historians use conceptual devices (eras, periods, calendars, time lines) to organize their study of the world.
Chronology is based on time and reflects cultural and historical interpretations, including major starting points,
and calendars based on different criteria (religious, seasonal, Earth-sun-and-moon relationships). Historians use
eras and periods to organize the study of broad developments that have involved large segments of world’s
population and have lasting significance for future generations and to explain change and continuity.
6 – H1.1.1 Explain why and how historians use eras and periods as constructs to organize and explain
human activities over time.
6 – H1.1.2 Compare and contrast several different calendar systems used in the past and present and
their cultural significance (e.g., Olmec and Mayan calendar systems, Aztec Calendar Stone, Sun
Dial, Gregorian calendar – B.C./A.D.; contemporary secular – B.C.E./C.E. Note: in 7th grade
Eastern Hemisphere the Chinese, Hebrew, and Islamic/Hijri calendars are included).
H1.2 Historical Inquiry and Analysis

Use historical inquiry and analysis to study the past.
History is a process of reasoning based on evidence from the past. Historians use and interpret a variety of
historical documents (including narratives), recognize the difference between fact and opinion, appreciate multiple
historical perspectives while avoiding present mindedness (judging the past solely in term of norms and values of
today), and explain that historical events often are the result of multiple causation. Students will conduct their own
inquiry and analysis in their studies about the ancient history of the Western Hemisphere.
6 – H1.2.1 Explain how historians use a variety of sources to explore the past (e.g., artifacts, primary
and secondary sources including narratives, technology, historical maps, visual/mathematical
quantitative data, radiocarbon dating, DNA analysis).
6 – H1.2.2 Read and comprehend a historical passage to identify basic factual knowledge and the literal
meaning by indicating who was involved, what happened, where it happened, what events led to
the development, and what consequences or outcomes followed.
6 – H1.2.3 Identify the point of view (perspective of the author) and context when reading and discussing
primary and secondary sources.
6 – H1.2.4 Compare and evaluate competing historical perspectives about the past based on proof.
6 – H1.2.5 Identify the role of the individual in history and the significance of one person’s ideas.
H1.4 Historical Understanding

Use historical concepts, patterns, and themes to study the past.
Historians apply temporal perspective, historical inquiry, and analysis to spheres of human society to construct
knowledge as historical understandings. These understandings are drawn from the record of human history and
include human aspirations, strivings, accomplishments, and failures in spheres of human activity.
6 – H1.4.1 Describe and use cultural institutions to study an era and a region (political, economic, religion/
belief, science/technology, written language, education, family).
6 – H1.4.2 Describe and use themes of history to study patterns of change and continuity.
6 – H1.4.3 Use historical perspective to analyze global issues faced by humans long ago and today.
W1 WHG Era 1 – The Beginnings of Human Society:

Beginnings to 4000 B.C.E./B.C.
Explain the basic features and differences between hunter-gatherer societies and pastoral nomads. Analyze and
explain the geographic, environmental, biological, and cultural processes that influenced the rise of the earliest human
communities, the migration and spread of people throughout the world, and the causes and consequences of the growth
of agriculture.
W1.1 Peopling of the Earth

Describe the spread of people in the Western Hemisphere in Era 1.
In the first era of human history, people spread throughout the world. As communities of hunters, foragers,
or fishers, they adapted creatively and continually to a variety of contrasting, changing environments in the
Americas.
6 – W1.1.1 Describe the early migrations of people among Earth’s continents (including the Berringa Land
Bridge).
6 – W1.1.2 Examine the lives of hunting and gathering people during the earliest eras of human society
(tools and weapons, language, fire).
W1.2 Agricultural Revolution

Describe the Agricultural Revolution and explain why it is a turning point in history.
The Agricultural Revolution was a major turning point in history that resulted in people and civilizations
viewing and using the land in a systematic manner to grow food crops, raise animals, produce food surpluses,
and the development of sedentary settlement.
6 – W1.2.1 Describe the transition from hunter gatherers to sedentary agriculture (domestication of plants
and animals).
6 – W1.2.2 Describe the importance of the natural environment in the development of agricultural
settlements in different locations (e.g., available water for irrigation, adequate precipitation, and
suitable growing season).
6 – W1.2.3 Explain the impact of the Agricultural Revolution (stable food supply, surplus, population growth,
trade, division of labor, development of settlements).
W2 WHG Era 2 – Early Civilizations and Cultures and the

Emergence of Pastoral Peoples, 4000 to 1000 B.C.E./B.C.
Describe and differentiate defining characteristics of early civilization and pastoral societies, where they emerged, and
how they spread.
W2.1 Early Civilizations and Early Pastoral Societies

Describe the characteristics of early Western Hemisphere civilizations and pastoral societies.
During this era early agrarian civilizations and pastoral societies emerged. Many of the world’s most fundamental
institutions, discoveries, inventions, and techniques appeared. Pastoral societies developed cultures that reflected the
geography and resources that enabled them to inhabit the more challenging physical environments such as the tundra
and semi-arid regions of North and South America.
6 – W2.1.1 Explain how the environment favored hunter gatherer, pastoral, and small scale agricultural
ways of life in different parts of the Western Hemisphere.
6 – W2.1.2 Describe how the invention of agriculture led to the emergence of agrarian civilizations
(seasonal harvests, specialized crops, cultivation, and development of villages and towns).
6 – W2.1.3 Use multiple sources of evidence to describe how the culture of early peoples of North America
reflected the geography and natural resources available (e.g., Inuit of the Arctic, Kwakiutl of the
Northwest Coast; Anasazi and Apache of the Southwest).
6 – W2.1.4 Use evidence to identify defining characteristics of early civilizations and early pastoral nomads
(government, language, religion, social structure, technology, and division of labor).
W3 WHG Era 3 – Classical Traditions and Major Empires,

1000 B.C.E./B.C. to 300 C.E./A.D.
(Note: Mayan, Aztec, and Incan societies had their beginnings in Era 3 but became more prominent as civilizations in Era 4.)
Analyze the civilizations and empires that emerged during this era, noting their political, economic, and social systems,
and their changing interactions with the environment.
Analyze the innovations and social, political, and economic changes that occurred through the emergence of agrarian
societies of Mesoamerica and Andean South America and the subsequent urbanization and trading economies that
occurred in the region. (Grade 6)
W3.1 Classical Traditions and Major Empires in the Western Hemisphere

Describe empires and agrarian civilizations in Mesoamerica and South America.
Civilizations and empires that emerged during this era were noted for their political, economic and social
systems and their changing interactions with the environment and the agrarian civilizations that emerged in
Mesoamerica and South America.
6 – W3.1.1 Analyze the role of environment in the development of early empires, referencing both useful
environmental features and those that presented obstacles.
6 – W3.1.2 Explain the role of economics in shaping the development of early civilizations (trade routes and
their significance – Inca Road, supply and demand for products).
6 – W3.1.3 Describe similarities and difference among Mayan, Aztec, and Incan societies, including economy,
religion, and role and class structure.
6 – W3.1.4 Describe the regional struggles and changes in governmental systems among the Mayan, Aztec,
and Incan Empires.
6 – W3.1.5 Construct a timeline of main events on the origin and development of early and classic ancient
civilizations of the Western Hemisphere (Olmec, Mayan, Aztec, and Incan).
GEOGRAPHY
G1 The World in Spatial Terms: Geographical Habits of Mind
Describe the relationships between people, places, and environments by using information that is in a geographic
(spatial) context. Engage in mapping and analyzing the information to explain the patterns and relationships they reveal
both between and among people, their cultures, and the natural environment. Identify and access information, evaluate
it using criteria based on concepts and themes, and use geography in problem solving and decision making. Explain
and use key conceptual devices (places and regions, spatial patterns and processes) that geographers use to organize
information and inform their study of the world.
G1.1 Spatial Thinking

Use maps and other geographic tools to acquire and process information from a spatial perspective.
Geographers use published maps, sketch (mental) maps, and other geographic representations, tools, and
technologies to acquire, organize, process, and report information from a spatial perspective. World maps
made for specific purposes (population distribution, climate patterns, vegetation patterns) are used to
explain the importance of maps in presenting information that can be compared, contrasted, and examined
to answer the questions “Where is something located?” and “Why is it located there?” Students will begin
with global scale and then refocus the scale to study the region of the Western Hemisphere, and,
finally, focus on a specific place.
6 – G1.1.1 Describe how geographers use mapping to represent places and natural and human phenomena
in the world.
6 – G1.1.2 Draw a sketch map from memory of the Western Hemisphere showing the major regions
(Canada, United States, Mexico, Central America, South America, and Caribbean).
G1.2 Geographical Inquiry and Analysis

Use geographic inquiry and analysis to answer important questions about relationships between people, cultures, their
environment, and relations within the larger world context.
Geographers use information and skills to reach conclusions about significant questions regarding the relationships
between people, their cultures, the environments in which they live, and the relationships within the larger
world context. Students will reach their own conclusions using this information and make a reasoned
judgment about the most justifiable conclusion based on the authenticity of the information, their skill at
critically analyzing the information, and presenting the results of the inquiry.
6 – G1.2.1 Locate the major landforms, rivers (Amazon, Mississippi, Missouri, Colorado), and climate regions
of the Western Hemisphere.
6 – G1.2.2 Explain why maps of the same place may vary, including cultural perspectives of the Earth and
new knowledge based on science and modern technology.
6 – G1.2.3 Use data to create thematic maps and graphs showing patterns of population, physical terrain,
rainfall, and vegetation, analyze the patterns and then propose two generalizations about the
location and density of the population.
6 – G1.2.4 Use observations from air photos, photographs (print and CD), films (VCR and DVD) as the
basis for answering geographic questions about the human and physical characteristics of places
and regions.
6 – G1.2.5 Use information from modern technology such as Geographic Positioning System (GPS),
Geographic Information System (GIS), and satellite remote sensing to locate information and
process maps and data to analyze spatial patterns of the Western Hemisphere to answer
geographic questions.
6 – G1.2.6 Apply the skills of geographic inquiry (asking geographic questions, acquiring geographic
information, organizing geographic information, analyzing geographic information, and answering
geographic questions) to analyze a problem or issue of importance to a region of the Western
Hemisphere.
G1.3 Geographical Understanding
Use geographic themes, knowledge about processes and concepts to study the Earth.
The nature and uses of geography as a discipline and the spatial perspective require that students observe,
interpret, assess, and apply geographic information and skills. The uses of the subject and content of geography
are essential in the development of geographical understanding. A spatial perspective enables student to observe,
describe, and analyze the organizations of people, places, and environments at different scales and is central to
geographic literacy.
6 – G1.3.1 Use the fundamental themes of geography (location, place, human environment interaction,
movement, region) to describe regions or places on earth.
6 – G1.3.2 Explain the locations and distributions of physical and human characteristics of Earth by using
knowledge of spatial patterns.
6 – G1.3.3 Explain the different ways in which places are connected and how those connections
demonstrate interdependence and accessibility.
G2 Places and Regions

Describe the cultural groups and diversities among people that are rooted in particular places and in human constructs
called regions. Analyze the physical and human characteristics of places and regions.
G2.1 Physical Characteristics of Place

Describe the physical characteristics of places.
6 – G2.1.1 Describe the landform features and the climate of the region (within the Western or Eastern
Hemispheres) under study.
6 – G2.1.2 Account for topographic and human spatial patterns (where people live) associated with
tectonic plates such as volcanoes, earthquakes, settlements (Ring of Fire, recent volcanic and
seismic events, settlements in proximity to natural hazards in the Western Hemisphere) by using
information from GIS, remote sensing, and the World Wide Web.
G2.2 Human Characteristics of Place

Describe the human characteristics of places.
6 – G2.2.1 Describe the human characteristics of the region under study (including languages, religion,
economic system, governmental system, cultural traditions).
6 – G2.2.2 Explain that communities are affected positively or negatively by changes in technology
(e.g., Canada with regard to mining, forestry, hydroelectric power generation, agriculture,
snowmobiles, cell phones, air travel).
6 – G2.2.3 Analyze how culture and experience influence people’s perception of places and regions
(e.g., the Caribbean Region that presently displays enduring impacts of different immigrant
groups – Africans, South Asians, Europeans – and the differing contemporary points of view
about the region displayed by islanders and tourists).
G3 Physical Systems
Describe the physical processes that shape the Earth’s surface which, along with plants and animals, are the basis for
both sustaining and modifying ecosystems. Identify and analyze the patterns and characteristics of the major ecosystems
on Earth.
G3.1 Physical Processes

Describe the physical processes that shape the patterns of the Earth’s surface.
6 – G3.1.1 Construct and analyze climate graphs for two locations at different latitudes and elevations
in the region to answer geographic questions and make predictions based on patterns. (e.g.,
compare and contrast Buenos Aires and La Paz; Mexico City and Guatemala City; Edmonton and
Toronto).
G3.2 Ecosystems
Describe the characteristics and spatial distribution of ecosystems on the Earth’s surface.
6 – G3.2.1 Explain how and why ecosystems differ as a consequence of differences in latitude, elevation,
and human activities (e.g., South America’s location relative to the equator, effects of elevations on
temperature and growing season, proximity to bodies of water and the effects on temperature
and rainfall, effects of annual flooding on vegetation along river flood plains such as the Amazon).
6 – G3.2.2 Identify ecosystems and explain why some are more attractive for humans to use than are
others (e.g., mid-latitude forest in North America, high latitude of Peru, tropical forests in
Honduras, fish or marine vegetation in coastal zones).
G4 Human Systems
Explain that human activities may be seen on Earth’s surface.
Human systems include the way people divide the land, decide where to live, develop communities that are part of
the larger cultural mosaic, and engage in the cultural diffusion of ideas and products within and among groups.
G4.1 Cultural Mosaic

Describe the characteristics, distribution and complexity of Earth’s cultural mosaic.
6 – G4.1.1 Identify and explain examples of cultural diffusion within the Americas (e.g., baseball, soccer,
music, architecture, television, languages, health care, Internet, consumer brands, currency,
restaurants, international migration).
G4.2 Technology Patterns and Networks

Describe how technology creates patterns and networks that connect people, products, and ideas.
6 – G4.2.1 List and describe the advantages and disadvantages of different technologies used to move
people, products, and ideas throughout the world (e.g., call centers in the Eastern Hemisphere
that service the Western Hemisphere; the United States and Canada as hubs for the Internet;
transport of people and perishable products; and the spread of individuals’ ideas as voice and
image messages on electronic networks such as the Internet).
G4.3 Patterns of Human Settlement

Describe patterns, processes, and functions of human settlement.
6 – G4.3.1 Identify places in the Western Hemisphere that have been modified to be suitable for settlement
by describing the modifications that were necessary (e.g., Vancouver in Canada; irrigated
agriculture; or clearing of forests for farmland).
6 – G4.3.2 Describe patterns of settlement by using historical and modern maps (e.g., coastal and river
cities and towns in the past and present, locations of megacities – modern cities over 5 million,
such as Mexico City, and patterns of agricultural settlements in South and North America).
G4.4 Forces of Cooperation and Conflict

Explain how forces of conflict and cooperation among people influence the division of the Earth’s surface and its
resources.
6 – G4.4.1 Identify factors that contribute to conflict and cooperation between and among cultural groups
(control/use of natural resources, power, wealth, and cultural diversity).
6 – G4.4.2 Describe the cultural clash of First Peoples, French and English in Canada long ago, and the
establishment of Nunavut in 1999.
G5 Environment and Society

Explain that the physical environment is modified by human activities, which are influenced by the ways in which human
societies value and use Earth’s natural resources, and by Earth’s physical features and processes. Explain how human
action modifies the physical environment and how physical systems affect human systems.
G5.1 Humans and the Environment

Describe how human actions modify the environment.
6 – G5.1.1 Describe the environmental effects of human action on the atmosphere (air), biosphere (people,
animals, and plants), lithosphere (soil), and hydrosphere (water) (e.g., changes in the tropical
forest environments in Brazil, Peru, and Costa Rica).
6 – G5.1.2 Describe how variations in technology affect human modifications of the landscape
(e.g., clearing forests for agricultural land in South America, fishing in the Grand Banks of the
Atlantic, expansion of cities in South America, hydroelectric developments in Canada, Brazil and
Chile, and mining the Kentucky and West Virginia).
6 – G5.1.3 Identify the ways in which human-induced changes in the physical environment in one place can
cause changes in other places (e.g., cutting forests in one region may result in river basin flooding
elsewhere; building a dam floods land upstream and may permit irrigation in another region).
G5.2 Physical and Human Systems

Describe how physical and human systems shape patterns on the Earth’s surface.
6– G5.2.1 Describe the effects that a change in the physical environment could have on human activities and
the choices people would have to make in adjusting to the change (e.g., drought in northern Mexico,
disappearance of forest vegetation in the Amazon, natural hazards and disasters from volcanic
eruptions in Central America and the Caribbean and earthquakes in Mexico City and Colombia).
G6 Global Issues Past and Present (H1.4.3, G1.2.6)

Throughout the school year the students are introduced to topics that address global issues that integrate time and
place. Included are capstone projects that entail the investigation of historical and contemporary global issues that have
significance for the student and are clearly linked to the world outside the classroom.The topics and issues are developed
as capstone projects within units and at the end of the course. Regular experiences with those topics and issues are
necessary during each grade in order to build the background students will require to complete in-depth capstone
projects.
G6.1 Global Topic Investigation and Issue Analysis (P2)

Capstone projects require the student to use geography, history, economics, and government to inquire about
major contemporary and historical issues and events linked to the world outside the classroom. The core
disciplines are used to interpret the past and plan for the future. During the school year the students will
complete at least three capstone projects. (National Geography Standards 17 and 18, p. 179 and 181)
6 – G6.1.1 Contemporary Investigations – Conduct research on contemporary global topics and issues,
compose persuasive essays, and develop a plan for action. (H1.4.3, G1.2.6, See P3 and P4)
Contemporary Investigation Topics

Global Climate Change – Investigate the impact of global climate change and describe the significance for
human/environment relationships.
Globalization – Investigate the significance of globalization and describe its impact on international economic
and political relationships.
Migration – Investigate issues arising from international movement of people and the economic, political, and
cultural consequences.
Human-Environmental Interactions – Investigate how policies from the past and their implemantation
have had positive or negative consequences for the environment in the future.
Natural Disasters – Investigate the significance of natural disasters and describe the effects on human and
physical systems, and the economy, and the responsibilities of government.
6 – G6.1.2 Investigations Designed for Ancient World History Eras – Conduct research on global
topics and issues, compose persuasive essays, and develop a plan for action.
(H1.4.3, G1.2.6, See P3 and P4)
Note: Additional global investigation topics have been identified for connections to World
History Eras 1, 2, and 3 studies. Students investigate contemporary topics and issues that they
have studied in an ancient world history context. The investigations may be addressed at the
conclusion of each Era or may be included at the conclusion of the course.
Contemporary Investigation Topics – Related to Content in World History

and Contemporary Geography
WHG Era 1
Population Growth and Resources – Investigate how population growth affects resource availability.
Migration – Investigate the significance of migrations of peoples and the resulting benefits and challenges.
WHG Era 2
Sustainable Agriculture – Investigate the significance of sustainable agriculture and its role in helping societies
produce enough food for people.
WHG Era 3
Development – Investigate economic effects on development in a region and its ecosystems and societies.
Civics and government
C1 Purposes of Government
Analyze how people identify, organize, and accomplish the purposes of government.
C1.1 Nature of Civic Life, Politics, and Government

Describe Civic Life, Politics, and Government and explain their relationships.
6 – C1.1.1 Analyze competing ideas about the purposes government should serve in a democracy and in a
dictatorship (e.g., protecting individual rights, promoting the common good, providing economic
security, molding the character of citizens, or promoting a particular religion).
C3 Structure and Functions of Government

Describe the major activities of government, including making and enforcing laws, providing services and benefits to
individuals and groups, assigning individual and collective responsibilities, generating revenue, and providing national
security.
C3.6 Characteristics of Nation-States

Describe the characteristics of nation-states and how they may interact.
6 – C3.6.1 Define the characteristics of a nation-state (a specific territory, clearly defined boundaries,
citizens, and jurisdiction over people who reside there, laws, and government), and how
Western Hemisphere nations interact.
6 – C3.6.2 Compare and contrast a military dictatorship such as Cuba, a presidential system
of representative democracy such as the United States, and a parliamentary system of
representative democracy such as Canada.
C4 Relationship of United States to Other Nations

AND World Affairs
Explain that nations interact with one another through trade, diplomacy, treaties and agreements, humanitarian aid,
economic sanctions and incentives, and military force, and threat of force.
C4.3 Conflict and Cooperation Between and Among Nations

Explain the various ways that nations interact both positively and negatively.
6 – C4.3.1 Explain the geopolitical relationships between countries (e.g., petroleum and arms purchases in
Venezuela and Ecuador; foreign aid for health care in Nicaragua).
6 – C4.3.2 Explain the challenges to governments and the cooperation needed to address international
issues in the Western Hemisphere (e.g., migration and human rights).
6 – C4.3.3 Give examples of how countries work together for mutual benefits through international
organizations (e.g. North American Free Trade Agreement (NAFTA), Organization of American
States (OAS), United Nations (UN)).
Economics
E1 The Market Economy
Describe the market economy in terms of the relevance of limited resources, how individuals and institutions make
and evaluate decisions, the role of incentives, how buyers and sellers interact to create markets, how markets allocate
resources, and the economic role of government in a market economy.
E1.1 Individual, Business, and Government Choices

Describe how individuals, businesses and government make economic decisions when confronting scarcity in the
market economy .
6 – E1.1.1 Explain how incentives vary in different economic systems (e.g. acquiring money, profit, goods,
wanting to avoid loss in position in society, job placement).
E2 The National Economy

Use economic concepts, terminology, and data to identify and describe how a national economy functions and to study
the role of government as a provider of goods and services within a national economy.
E2.3 Role of Government

Describe how national governments make decisions that affect the national economy
6 – E2.3.1 Describe the impact of governmental policy (sanctions, tariffs, treaties) on that country and on
other countries that use its resources.
E3 International Economy
Analyze reasons for individuals and businesses to specialize and trade, why individuals and businesses trade across
international borders, and the comparisons of the benefits and costs of specialization and the resulting trade for
consumers, producers, and governments.
E3.1 Economic Interdependence

Describe patterns and networks of economic interdependence, including trade.
6 – E3.1.1 Use charts and graphs to compare imports and exports of different countries in the Western
Hemisphere and propose generalizations about patterns of economic interdependence.
6 – E3.1.2 Diagram or map the movement of a consumer product from where it is manufactured to where
it is sold to demonstrate the flow of materials, labor, and capital (e.g., global supply chain for
computers, athletic shoes, and clothing).
6 – E3.1.3 Explain how communications innovations have affected economic interactions and where and
how people work (e.g., internet-based home offices, international work teams, international
companies).
E3.3 Economic Systems

Describe how societies organize to allocate resources to produce and distribute goods and services.
6 – E3.3.1 Explain and compare how economic systems (traditional, command, and market) answer four basic
questions: What should be produced? How will it be produced? How will it be distributed? Who will
receive the benefits of production? (e.g., compare United States and Cuba, or Venezuela and Jamaica.)
Public Discourse, Decision Making, and Citizen Involvement (P3, P4)
P3.1 Identifying and Analyzing Issues, Decision Making, Persuasive Communication

About a Public Issue, and Citizen Involvement
6 – P3.1.1 Clearly state an issue as a question or public policy, trace the origins of an issue, analyze various
perspectives, and generate and evaluate alternative resolutions. Deeply examine policy issues
in group discussions and debates to make reasoned and informed decisions. Write persuasive/
argumentative essays expressing and justifying decisions on public policy issues. Plan and conduct
activities intended to advance views on matters of public policy, report the results, and evaluate
effectiveness.
• Identify public policy issues related to global topics and issues studied.
• Clearly state the issue as a question of public policy orally or in written form.
• Use inquiry methods to acquire content knowledge and appropriate data about the issue.
• Identify the causes and consequences and analyze the impact, both positive and negative.
• Share and discuss findings of research and issue analysis in group discussions and debates.
• Compose a persuasive essay justifying the position with a reasoned argument.
• Develop an action plan to address or inform others about the issue at the local to global
scales.
P4.2 Citizen Involvement

Act constructively to further the public good.
6 – P4.2.1 Demonstrate knowledge of how, when, and where individuals would plan and conduct
activities intended to advance views in matters of public policy, report the results, and evaluate
effectiveness.
6 – P4.2.2 Engage in activities intended to contribute to solving a national or international problem studied.
6 – P4.2.3 Participate in projects to help or inform others (e.g., service learning projects).
Approved by the State Board of Education - October 2009
2009 Michigan Educational Technology Standards for Students
Grades 6-8
A goal of No Child Left Behind is that schools will “assist every State Board of Education
student in crossing the digital divide by ensuring that every student is
Kathleen N. Straus, President
technologically literate by the time the student finishes the eighth grade,
regardless of the student’s race, ethnicity, gender, family income, John C. Austin, Vice President
geographic location, or disability.” Carolyn L. Curtin, Secretary
The Michigan Educational Technology Standards for Students (METS-S) Marianne Yared McGuire, Treasurer
are aligned with the International Society for Technology in Education’s Nancy Danhof, NASBE Delegate
(ISTE) National Educational Technology Standards for Students (NETS-S)
Elizabeth W. Bauer
and the Framework for 21st Century Learning. The Michigan standards are
intended to provide educators with a specific set of learning expectations Reginald M. Turner
that can be used to drive educational technology literacy assessments. Casandra E. Ulbrich
These standards are best delivered by authentic instruction and assess- Jennifer M. Granholm Governor
ment with direct curricular ties and it is intended that these Standards will
Michael P. Flanagan, Superintendent
be integrated into all content areas. The preparation of our students to
the successful in the 21st Century is the responsibility of all educators.
Technology Literacy
Technology literacy is the ability to responsibly use appropriate technology to communicate, solve problems, and
access, manage, integrate, evaluate, and create information to improve learning in all subject areas and to acquire
lifelong knowledge and skills in the 21st century.
Universal Design for Learning (UDL)

CAST (the Center for Applied Special Technology) offers three principles to guide UDL: provide multiple means of
representation; provide multiple means of expression; and provide multiple means of engagement. CAST asserts
that “These UDL Guidelines will assist curriculum developers (these may include teachers, publishers, and others) in
designing flexible curricula that reduce barriers to learning and provide robust learning supports to meet the needs of
all learners.” Educational technologies can be valuable resources for educators in addressing the UDL guidelines. For
additional information on UDL, visit the CAST website: www.cast.org.
Page 1 of 2
2009 Michigan Educational Technology Standards—Grades 6-8
6-8.CI. Creativity and Innovation—By the end of grade 8 each student will:
6-8.CI.1. apply common software features (e.g., spellchecker, thesaurus, formulas, charts, graphics, sounds) to en-
hance communication with an audience and to support creativity
6-8.CI.2. create an original project (e.g., presentation, web page, newsletter, information brochure) using a variety of
media (e.g., animations, graphs, charts, audio, graphics, video) to present content information to an audience
6-8.CI.3. illustrate a content-related concept using a model, simulation, or concept-mapping software
6-8.CC. Communication and Collaboration—By the end of grade 8 each student will:
6-8.CC.1. use digital resources (e.g., discussion groups, blogs, podcasts, videoconferences, Moodle, Blackboard) to
collaborate with peers, experts, and other audiences
6-8.CC.2. use collaborative digital tools to explore common curriculum content with learners from other cultures
6-8.CC.3. identify effective uses of technology to support communication with peers, family, or school personnel
6-8.RI. Research and Information Literacy—By the end of grade 8 each student will:
6-8.RI.1. use a variety of digital resources to locate information
6-8.RI.2. evaluate information from online information resources for accuracy and bias
6-8.RI.3. understand that using information from a single Internet source might result in the reporting of erroneous
facts and that multiple sources should always be researched
6-8.RI.4. identify types of web sites based on their domain names (e.g., edu, com, org, gov, net)
6-8.RI.5. employ data-collection technologies (e.g., probes, handheld devices, GPS units, geographic mapping systems) to
gather, view, and analyze the results for a content-related problem
6-8.CT. Critical Thinking, Problem Solving, and Decision Making —By the end of grade 8 each student will:
6-8.CT.1. use databases or spreadsheets to make predictions, develop strategies, and evaluate decisions to assist with
solving a problem
6-8.CT.2. evaluate available digital resources and select the most appropriate application to accomplish a specific task
(e, g., word processor, table, outline, spreadsheet, presentation program)
6-8.CT.3. gather data, examine patterns, and apply information for decision making using available digital resources
6-8.CT.4. describe strategies for solving routine hardware and software problems
6-8.DC. Digital Citizenship—By the end of grade 8 each student will:

6-8.DC.1. provide accurate citations when referencing information sources
6-8.DC.2. discuss issues related to acceptable and responsible use of technology (e.g., privacy, security, copyright,
plagiarism, viruses, file-sharing)
6-8.DC.3. discuss the consequences related to unethical use of information and communication technologies
6-8.DC.4. discuss possible societal impact of technology in the future and reflect on the importance of technology in
the past
6-8.DC.5. create media-rich presentations on the appropriate and ethical use of digital tools and resources
6-8.DC.6. discuss the long term ramifications (digital footprint) of participating in questionable online activities (e.g.,
posting photos of risqué poses or underage drinking, making threats to others)
6-8.DC.7. describe the potential risks and dangers associated with online communications
Page 2 of 3 Approved by the Michigan State Board of Education—October 2009

2009 Michigan Educational Technology Standards—Grades 6-8
6-8.TC. Technology Operations and Concepts—By the end of grade 8 each student will:
6-8.TC.1. identify file formats for a variety of applications (e.g., doc, xls, pdf, txt, jpg, mp3)
6-8.TC.2. use a variety of technology tools (e.g., dictionary, thesaurus, grammar-checker, calculator) to maximize the
accuracy of technology-produced materials
6-8.TC.3. perform queries on existing databases
6-8.TC.4. know how to create and use various functions available in a database (e.g., filtering, sorting, charts)
6-8.TC.5. identify a variety of information storage devices (e.g., CDs, DVDs, flash drives, SD cards) and provide ration-
ales for using a certain device for a specific purpose
6-8.TC.6. use accurate technology terminology
6-8.TC.7. use technology to identify and explore various occupations or careers, especially those related to science,
technology, engineering, and mathematics
6-8.TC.8. discuss possible uses of technology to support personal pursuits and lifelong learning
6-8.TC.9. understand and discuss how assistive technologies can benefit all individuals
6-8.TC.10. discuss security issues related to e-commerce
For additional information and resources relating to the 2009 METS-S, please visit: http://www.techplan.org/METS
Page 3 of 3 Approved by the Michigan State Board of Education—October 2009

6th Grade Earth Properties

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6th Grade Earth Properties

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CURRICULUM STANDARDS AND

6th Grade - Composition, Properties, and

This instructional framework is an effort to clarify possible units within the K-

a. Clarifications refer to the restatement of the “key idea” or specific

This Instructional Framework is NOT a step-by-step instructional manual but

Sixth Grade GLCE

6-Unit 3: Composition, Properties, and Changes of the Earth

Table of Contents Page 1

Curriculum Cross Reference Guide Page 2

Unit 3: Composition, Properties, and Changes of the Earth Page 3

Big Ideas (Key Concepts) Page 3

Clarification of Content Expectations Page 3

Inquiry Process, Inquiry Analysis and Communication,

Instruments, Measurements, and Representations Page 9

Instructional Framework Page 10

Examples, Observations and Phenomena

Literacy Integration Page 15

Content Statements and Expectations

Code Statements & Expectations Page

E.SE.M.1 Soil – Soils consist of weathered rocks and 4

Big Ideas (Key Concepts)

• Earth materials have properties that make the materials useful.

Clarification of Content Expectations

Standard: Solid Earth

Content Statement – E.SE.M.4

Rock Formation – Rocks and rock formations bear evidence of

E.SE.06.41 Compare and contrast the formation of rock types (igneous,

Content Statement – E.SE.M.1

Soil – Soils consist of weathered rocks and decomposed organic

E.SE.06.11 Explain how physical and chemical weathering lead to erosion

E.SE.06.13 Describe how soil is a mixture, made up of weather-eroded rock

E.SE.06.14 Compare and contrast different soil samples based on particle

Content Statement – E.SE.M.6

Magnetic Field of Earth – Earth as a whole has a magnetic field

Critically Important – State Assessable Instructionally Useful

Instruments, Measurements, Representations

The following Instructional Framework is an effort to clarify possible units

Rock Formation: E.SE.06.41, E.SE.06.11, E.SE.06.12, E.SE.06.13,

• Describe formation of rock types (igneous, metamorphic, and

Engage and Explore

Explain and Define

Elaborate and Apply

Evaluate Student Understanding

Formative Assessment Examples

Changes in rock usually take thousands of years to happen; it is therefore

R.IT.06.01 analyze the structure, elements, features, style, and purpose of

R.IT.06.03 explain how authors use text features including footnotes,

R.CM.06.01 connect personal knowledge, experiences, and understanding of

R.CM.06.02 retell through concise summarization grade-level narrative and

R.CM.06.04 apply significant knowledge from grade-level science, social

W.GN.06.03 formulate research questions using multiple resources and

W.PR.06.02 apply a variety of pre-writing strategies for both narrative and

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Which of the following can be concluded from the

9. As a hiker moves around in a cave, her compass

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A. It rains less often on the east side of the

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13. In a forest in Hawaii, the ginger population

3. Robbie found the rock in a stream. The rock was

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1. Break up the red and blue crayons into D. silt

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11. Which of the following processes will produce