Professional Documents
Culture Documents
COMPANION DOCUMENTS
Contains:
- Science Companion Document for 6th Grade Ecosystems unit
- General Inquiry Questions Assessment questions
- 6th Grade Ecosystems 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.
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:
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.
II
HSSCE Companion Document
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 2: Ecosystems
Vocabulary Page 13
Enrichment Page 18
Intervention Page 18
1
6th Grade Unit 2:
Ecosystems
2
Code Statements & Expectations Page
L.EC.M.3 Biotic and Abiotic Factors – The number of organisms 9
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) 9
components of an ecosystem.
L.EC.06.32 Identify the factors in an ecosystem that influence changes 9
in population size.
L.EC.M.4 Environmental Impact of Organisms – All organisms 10
(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 10
the Earth and that human activity can purposefully, or
accidentally, alter the balance in ecosystems.
L.EC.06.42 Predict and describe possible consequences of 10
overpopulation of organisms, including humans, (for
example: species extinction, resource depletion, climate
change, pollution).
3
6 - Unit 2: Ecosystems
• All life forms, including humans, are part of a global food chain in which
food is supplied by plants, which need light to produce food.
• Ecosystems continually change with time as environmental factors and
populations of organisms change.
Content Expectations
Instructional Clarifications
1. Classify is to arrange or order producers, consumers, and decomposers by
the source of food for growth and development.
2. Producers obtain food by trapping light energy to make food and supply
their energy needs (plants are examples of producers).
3. Consumers obtain their food directly from another organism by eating it
or being a parasite on or in it (animals, including humans are examples of
consumers).
4. Decomposers use plants and animals as well as animal waste products as
their food source (examples include bacteria and fungi).
4
5. Decomposers release chemicals into the soil and water to break down
these materials. This allows the decomposers to take in small particles
and release minerals back to the environment to be recycled into plants.
6. A common misconception is that food accumulates in an ecosystem so
that a top consumer (predator) has all the food from the organisms below
it.
Assessment Clarification
1. Classify plants, animals (including humans), bacteria and fungi based on
their source of energy into the categories: producer, consumer, and
decomposer.
2. Producers obtain food by trapping light energy to make food and supply
their energy needs (plants are examples of producers).
3. Consumers obtain their food directly from another organism by eating it
or being a parasite on or in it (animals, including humans are examples of
consumers).
4. Decomposers use plants and animals as well as animal waste products as
their food source (examples include bacteria and fungi).
5. Decomposers release chemicals into the soil and water to break down
these materials. This allows the decomposers to take in small particles
and release minerals back to the environment to be recycled into plants.
Instructional Clarifications
1. Distinguish means to recognize or know the difference between the ways
in which consumers and decomposers obtain energy.
2. Consumers obtain their energy directly from another organism by eating
it or being a parasite on or in it. Examples: rabbit eating a plant,
mosquito eating blood.
3. Decomposers include a variety of organisms. Bacteria and fungi obtain
their energy as they play a more fundamental role in the process of
decomposition and nutrient recycling. Other decomposers help
decomposition by breaking down larger particles of organic matter.
Assessment Clarifications
1. Consumers obtain their energy directly from another organism by eating
it or being a parasite on or in it, such as a rabbit eating a plant or a
mosquito eating blood.
2. Bacteria and fungi obtain their energy as they play a more fundamental
role in the process of decomposition and nutrient recycling. Other
decomposers help decomposition by breaking down larger particles of
organic matter.
5
Standard: Ecosystems
Content Expectations
Instructional Clarifications
1. Identify and describe means to recognize and to tell or depict in spoken or
written words examples of populations, communities, and ecosystems
including those within the Great Lakes region.
2. A population is a group of organisms of the same species living in a
particular area at a particular time and can include plant or animal
examples.
3. A community consists of populations of organisms living in a general area.
Communities could include urban examples such as squirrels, bird
populations, trees and other plants.
4. An ecosystem is an area whose communities are determined by the
environmental conditions (abiotic factors) of the area. Example: Forests
of Michigan thrive with certain soil conditions and amounts of rainfall per
year. Michigan ecosystems include forests, wetlands, ponds, lakes and
others.
5. The Earth supports diverse populations, communities and ecosystems.
Assessment Clarifications
1. A population is a group of organisms of the same species living in a
particular area at a particular time and can include plant or animal
examples.
2. A community consists of populations of organisms living in a general area.
Communities could include urban examples such as squirrels, bird
populations, trees and other plants.
3. An ecosystem is an area whose communities are determined by the
environmental conditions (abiotic factors) of the area. Example: Forests
of Michigan thrive with certain soil conditions and amounts of rainfall per
year. Michigan ecosystems could include forests, wetlands, ponds, lakes,
dunes, prairies, and others.
4. Differentiate between the concepts of populations, communities and
ecosystems.
6
5. Name or describe populations, communities or ecosystems within a local
or regional area. Examples of populations and communities should be
limited to major ecosystems of Michigan --- forests, wetlands and lakes.
6. The Earth supports diverse populations.
Content Expectations
Instructional Clarifications
1. Describe is to tell or depict in spoken or written words patterns of
competition and predator/prey interactions between populations.
2. Organisms interact with one another in a variety of ways.
3. Populations of similar organisms have similar needs and compete more
directly than dissimilar organisms. Example: Populations of two species
of squirrels compete more directly than a population of squirrels and a
population of rabbits.
4. Symbiosis describes types of relationships or interactions between
different species. One symbiotic relationship can be explained as
organisms living together mutually benefiting (as with the lichen, an alga
photosynthesizes and produces food to itself and a fungus in whose body
it lives and is protected from drying out).
5. Parasitism is a type of relationship where one organism benefits (the
parasite) from living on or within its host with the host being harmed, but
not necessarily killing it. Examples: a lamprey attaches to a living fish; a
brown-headed cowbird lays its eggs in another bird’s nest.
6. Predator populations may be limited by the size of prey populations they
depend upon. Prey populations may be prevented from overpopulating an
area by predation limiting their population growth. Examples may
include, among others, robin-worm, human-deer, coyote-mice, spider-fly,
frog-insect, bat-moth.
7. The terms “beneficial” and “harmful” may be applied to describe
relationship patterns between populations. For example:
a. Competition may be negative for both populations in the
competitive relationship. Examples of competition include gray
7
squirrels and fox squirrels competing for acorns and forest trees
competing for light.
b. Parasitism is beneficial to the parasite and has a harmful effect on
the host.
c. Predator populations benefit and prey populations are harmed.
Assessment Clarifications
1. Give an example of a predatory prey relationship found in a Michigan
ecosystem. Examples may include, among others, robin-worm, human-
deer, coyote-mice, spider-fly, frog-insect, bat-moth.
2. Give an example of a symbiotic relationship such as lichens.
3. Give an example of competition such as gray squirrels and fox squirrels,
and forest trees competing for light.
4. Give an example of a parasitism. Examples: a lamprey attaches to a
living fish; a brown-headed cowbird lays its eggs in another bird’s nest.
Instructional Clarifications
1. Explain is to clearly describe by means of illustrations (drawing),
demonstrations, and/or verbally ways in which populations of organisms
may benefit from each other and become interdependent.
2. Two populations may develop a mutually beneficial relationship and come
to depend upon one another. For example, the flowers of a particular
plant population may come to depend on the services of a particular
pollinator such as bees, just as the bee population comes to depend on
the flower population.
3. Lichens are examples of mutually beneficial organisms with algae and
fungi.
Assessment Clarifications
1. Two populations may develop a mutually beneficial relationship and come
to depend upon one another. For example, the flowers of a particular
plant population may come to depend on the services of a particular
pollinator such as bees, just as the bee population comes to depend on
the flower population.
2. Explain how a flower population and bee population have a mutually
beneficial relation and are interdependent upon one another.
L.EC.06.23 Predict and describe how changes in one population might affect
other populations based upon their relationships in the food web.
Instructional Clarifications
1. Predict and describe means to foretell and depict in spoken or written
words how populations are dynamic and change over time.
2. An increase in the population of a predator could decrease the population
of its prey. For example, as a fox population increases, the mouse and
grasshopper populations may decrease.
8
3. An increase in the population of a prey species could increase the
population of species preying upon it. For example, as the fly population
increases, the population of spiders and frogs may increase.
4. An increase in the population of plant eaters could decrease the
populations of several plants species.
Assessment Clarifications
1. Describe what will happen to the populations of prey in an area where the
population of predators increases such as an increasing fox population
causing the mouse and grasshopper populations to decrease.
2. Describe what will happen to the population of plants in an area where
the population of plant eaters decreases.
Content Expectations
L.EC.06.31 Identify the living (biotic) and nonliving (abiotic) components of
an ecosystem.
Instructional Clarifications
1. Identify means to recognize that biotic (living) components of an
ecosystem include all forms of life including plants, animals, and
microorganisms such as bacteria.
2. Abiotic component examples include sunlight, air, water, heat, soil and
other non-living factors that may affect living things.
Assessment Clarification
1. Given a description of an ecosystem, identify its biotic and abiotic
components. Ecosystem examples may include forests, wetlands and
lakes.
Instructional Clarifications
1. Identify means to recognize different factors or conditions that may lead
to the change in population size within an ecosystem.
2. Changes in the amount of rainfall or average temperature may directly
influence some populations such as plants and indirectly influence others
such as the animal populations that depend on these plants for food.
3. Factors that influence the population size in an ecosystem include food
supply, temperature, rainfall, disease, pollution, invasive species, and
human development.
9
4. Changes in populations may be influenced by the introduction of new
species to the ecosystem. Invasive species such as zebra mussels and
purple loosestrife cause change in the populations of native species.
Assessment Clarifications
1. Identify biotic factors in an ecosystem that may influence changes in
populations. For example invasive species such as zebra mussels and
purple loosestrife.
2. Identify abiotic factors in an ecosystem that may influence changes in
populations such as temperature and rainfall.
3. Factors that influence the population size in an ecosystem include food
supply, temperature, rainfall, disease, pollution, invasive species, and
human development.
Content Expectations
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.
Instructional Clarifications
1. Describe is to tell or depict in spoken or written words one or more ways
in which humans alter ecosystems.
2. Human populations have the same basic biological needs (food, water,
shelter) as other animal populations in ecosystems.
3. Human activity may intentionally destroy ecosystems as cities are built,
for example, filling in wetlands and removing forests.
4. Human activity may accidentally alter ecosystems, for example, raising
average global temperatures.
5. Human activity may positively alter the balance of an ecosystem through
environmental programs and preservation of ecosystems.
6. A common misconception is that humans only have a negative effect on
ecosystems.
Assessment Clarifications
1. Humans are part of ecosystems.
2. Humans may intentionally destroy ecosystems as cities or roads are built,
by deforestations or filling wetlands.
3. Humans may accidentally destroy ecosystems by introducing invasive
species or raising average global temperatures.
10
L.EC.06.42 Predict and describe possible consequences of overpopulation of
organisms, including humans, (for example: species extinction, resource
depletion, climate change, pollution).
Instructional Clarifications
1. Predict and describe means to foretell and depict, in spoken or written
words, the effect of human overpopulation on
a. habitat destruction
b. species extinction
c. resource depletion
d. climate change
e. pollution
2. As human population of the world has increased, habitat destruction has
led to species extinction.
3. Historical data is used to:
a. Compare increases in human populations and deforestation.
b. Compare use of fossil fuels and changes in world temperature.
4. Overpopulation of invasive species often displaces native species, possibly
leading to localized extinction of them.
Assessment Clarifications
1. Describe the consequences of overpopulation of organisms in an
ecosystem.
2. Predict and describe the effect of human overpopulation on
a. species extinction
b. resource depletion
c. climate change
d. pollution
3. Overpopulation of invasive species often displaces native species, possibly
leading to localized extinction.
11
Inquiry Process, Inquiry Analysis and Communication,
Reflection and Social Implications
Inquiry Process
S.IP.06.11 Generate scientific questions about populations, communities and
ecosystems, based on observations, investigations, and research.
S.IP.06.12 Design and conduct scientific investigations to study the
communities within ecosystems (such as collecting water and organisms from
different bodies of water and comparing them).
S.IP.06.13 Use tools and equipment (hand lens, microscopes, thermometer)
appropriate to the scientific investigation.
S.IP.06.15 Construct charts and graphs from data and observations (such as
number of organisms, growth of organisms, temperature).
12
Vocabulary
13
Instructional Framework
Instructional Examples
Objectives
14
Explain and Define
15
has in the classroom. Students work in pairs to measure the length and
width of the classroom to find the area of the room in square meters.
Students divide the number of square meters in the classroom by the
number of individuals to find out how much space each person has. Have
students calculate the population density of the class by dividing the
number of individuals by the area to get individuals per unit area.
(L.EC.06.23, L.EC.06.32, S.IP.06.11, S.IP.06.14, S.RS.06.27)
• Have students role play changes in population and loss of space by
physically moving closer or further apart as they calculate new numbers
as the population of the class doubles or if the size of the room (loss of
habitat space) is reduced. Have students note how they feel as their
amount of space is reduced. Class discussion focuses on factors that
influence changes in populations within ecosystems students have
studied. Adapted from:
http://sftrc.cas.psu.edu/LessonPlans/Wildlife/Organisms.html
(L.EC.06.23, L.EC.06.32, S.IP.06.11, S.IP.06.14, S.RS.06.27)
• Students research data for the moose/wolf population on Isle Royale in
Lake Superior and focus upon how they are interdependent and how the
populations have changed over time and what has happened as either
population changed in numbers. (L.EC.06.21, L.EC.06.22, L.EC.06.23,
L.EC.06.32, L.EC.06.41, S.IP.06.11, S.IP.06.15, S.IP.06.16, S.IA.06.11,
S.IA.06.14)
• Students research the deer population in Michigan and understand
hunting assists in managing the deer population due to deer no longer
having a natural predator (the wolf). Students uncover case studies for
managing deer populations in local county or state parks where hunting is
not permitted. (L.EC.06.21, L.EC.06.22, L.EC.06.23, L.EC.06.32,
L.EC.06.41, S.RS.06.22, S.RS.06.27, S.IA.06.11)
• Students use an indigenous vegetation map of the United States to
observe the defined eco-regions such as deciduous forests, prairies,
deserts, and others. Relate the abiotic factors (such as climate and soil
types) to the various zones of indigenous vegetation. Students compare
current and historical maps to identify changes in human related changes
in ecosystems. Through guided observations and questioning have
students think about how these areas could be or could have been
managed or developed in a way so that there is less of a loss of habitat
for native plants and animals. Have students discuss in groups of 3-4
how these changes by people affect other organisms and how humans
could reduce negative impacts. (L.EC.06.41, L.EC.06.42, S.RS.06.27,
S.IP.06.11, S.IP.06.16, S.IA.06.11, S.IA.06.14, S.RS.06.27)
• Groups of students research one of three topics affecting watersheds:
waste water treatment, invasive “water” species (purple loosestrife, Zebra
or Quagga mussels) and impervious surfaces (pavement and buildings).
Each group becomes “expert” on the history of its selected topic as well
as understanding differing views or issues related to its topic.
(L.EC.06.41, L.EC.06.42, S.IA.06.13, S.IA.06.15, S.RS.06.21, S.IP.06.13,
S.IP.06.11, S.IP.06.12, S.IP.06.16, S.IA.06.12, S.IA.06.14, S.RS.06.22,
S.RS.06.27, S.RS.06.25)
16
• Groups design their own scientific study, then generate questions to study
such as how an invasive species spread or arrived, the amount of
impervious surfaces in their school yard or local area, how waste water
treatment works and how it could be improved. Each group conducts
activities appropriate to its selected topic. Water filtration columns are
used to remove water contaminants and demonstrate infiltration through
pervious surfaces. Students then present findings (including data tables if
applicable), discuss the topic, and develop a reasonable solution to the
problem where appropriate. (L.EC.06.41, L.EC.06.42, S.IA.06.13,
S.IA.06.15, S.RS.06.21, S.IP.06.13, S.IP.06.11, S.IP.06.12, S.IP.06.16,
S.IA.06.12, S.IA.06.14, S.RS.06.22, S.RS.06.27, S.RS.06.25)
17
Enrichment
Intervention
Students are a part of their surrounding ecosystem. They interact with their
natural environment everyday. Students who have taken vacations “up
north” or to Michigan’s many lakes have observed that Michigan has a variety
of distinct ecosystems. Students observe seasonal populations of animals
such as the American Robin during the spring and summer months.
Students are able to observe man’s impact on the environment on a regular
basis such as by seeing what used to be a farmer’s field being developed into
a new subdivision. Students think about the choices they make in their own
lives in order to lessen their negative impacts on the environment such as by
recycling or riding bikes rather than in automobiles.
18
Literacy Integration
Students will…
Reading
Books:
Sand County Almanac, Aldo Leopold
Silent Spring, Rachel Carson
The Woods Scientist, Stephen R. Swinburne, 2002
Writing
19
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).
• Students prepare and present in first person information about the life
and contribution of influential people in the field of environmental
education and natural history, such a Rachel Carson. Students listen to
others doing the same and engage in discourse for peer review of
presentations. (S.RS.06.29)
Mathematics Integration
20
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
Standard(s) SCI.6.S.RS.06.11 ( 6 ), SCI.6.S.RS.06.14 ( 6 )
DataDirector Exam ID: 436 Page 1 of 4 © 2009 Houghton Mifflin Harcourt. All rights reserved.
Science Grade 6: General Inquiry Questions » Teacher Version
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
Standard(s) SCI.6.S.RS.06.16 ( 6 ), SCI.6.S.RS.06.17 ( 6 )
DataDirector Exam ID: 436 Page 2 of 4 © 2009 Houghton Mifflin Harcourt. All rights reserved.
Science Grade 6: General Inquiry Questions » Teacher Version
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?
DataDirector Exam ID: 436 Page 3 of 4 © 2009 Houghton Mifflin Harcourt. All rights reserved.
Science Grade 6: General Inquiry Questions » Teacher Version
A.
B.
C.
D.
ItemID kmorgan.2038
Correct D
Standard(s) SCI.6.S.IA.06.11 ( 6 )
Stop! You Go
have
onfinished
to the next
thispage
exam.
»
DataDirector Exam ID: 436 Page 4 of 4 © 2009 Houghton Mifflin Harcourt. All rights reserved.
Science Grade 6, Unit 2: Ecosystems » 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.
A. competitive
B. parasitic
C. predator-prey
D. invertebrate-vertebrate
ItemID kmorgan.1987
Correct C
Standard(s) SCI.6.L.OL.06.51 ( 6 ), SCI.6.L.EC.06.21 ( 6 )
DataDirector Exam ID: 433 Page 1 of 5 © 2009 Houghton Mifflin Harcourt. All rights reserved.
Science Grade 6, Unit 2: Ecosystems » Teacher Version
3. The Rafflesia is a large flowering plant that grows 5. Zebra mussels arrived in Lake St. Clair, near
only in the jungles of Indonesia. They have no Detroit, by accident. Mussels are in the same
roots, leaves, or stems and cannot produce their family as oysters, and they form hard, protective
own food. Rafflesia feed off the roots and vines outer shells. Scientists believe zebra mussels were
of a host plant called Tetrastigma. Only the buds, transported by large ships from Europe and spread
flowers, and berries of the Rafflesia protrude from rapidly throughout the Great Lakes. They consume
the body of the host plant. The Rafflesia depends large quantities of tiny plants and animals and
on the Tetrastigma for survival. The Rafflesia emits have a high reproductive rate.
an odor that smells like rotting meat. This odor Within the Great Lakes ecosystem, scientists refer
attracts insects such as flies and beetles to the to the zebra mussel as what?
flower to pollinate it. The full-grown flower grows A. a parasite
up to a meter across and lasts only about a week
before it dies. B. a producer
Based on its feeding habits, what would be the C. a non-native species
best classification for Rafflesia?
D. a single-celled organism
A. parasite ItemID kmorgan.1990
Correct C
B. predator Standard(s) SCI.6.L.EC.06.11 ( 6 )
C. pioneer species
D. non-native species
6. Zebra mussels reproduce and spread quickly,
ItemID kmorgan.1988 reducing food resources and crowding native
Correct A
Standard(s) SCI.6.L.OL.06.51 ( 6 ), SCI.6.L.EC.06.21 ( 6 )
species.
4. Some insects consume nectar from flowering A. An increase in native producer populations
plants and help the plant by spreading pollen.
Which type of relationship between insects and B. A decrease in native consumer populations
plants does this demonstrate? C. Higher reproductive rates for native species
A. parasitic
D. Mutually beneficial relationships with native
B. competitive species
C. predator-prey ItemID kmorgan.1991
Correct B
D. mutually beneficial Standard(s) SCI.6.L.EC.06.21 ( 6 )
ItemID kmorgan.1989
Correct D
Standard(s) SCI.6.L.EC.06.22 ( 6 )
DataDirector Exam ID: 433 Page 2 of 5 © 2009 Houghton Mifflin Harcourt. All rights reserved.
Science Grade 6, Unit 2: Ecosystems » Teacher Version
7. Which of the following is true of any food web? 10. Which biotic factor in an ecosystem helps to
A. Producers acquire energy directly from the control White Cedar population size?
consumers.
A. soil nutrients
B. Consumers acquire energy indirectly from
the Sun. B. amount of sunlight
C. Decomposers acquire energy directly from C. deer population
the Sun.
D. availability of space
D. Producers acquire energy indirectly from the ItemID kmorgan.1995
decomposers. Correct C
Standard(s) SCI.6.L.EC.06.31 ( 6 )
ItemID kmorgan.1992
Correct B
Standard(s) SCI.6.L.OL.06.52 ( 6 )
DataDirector Exam ID: 433 Page 3 of 5 © 2009 Houghton Mifflin Harcourt. All rights reserved.
Science Grade 6, Unit 2: Ecosystems » Teacher Version
Stop! You Go
have
onfinished
to the next
thispage
exam.
»
DataDirector Exam ID: 433 Page 5 of 5 © 2009 Houghton Mifflin Harcourt. All rights reserved.
6
SIXTH GRADE SCIENCE
SCIENCE
GRADE LEVEL
CONTENT
v.1.09
EXPECTATIONS
Welcome to Michigan’s K-7 Grade Level Content Expectations
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.
02-Second Grade
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.
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.
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.
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.
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.
PHYSICAL SCIENCE Energy
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.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).
* Revised expectations marked by an asterisk.
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.
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.
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
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.
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)
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.
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.
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).
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.
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.
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.
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.
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.
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.
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)
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.
Use exponents
N.ME.06.16 Understand and use integer exponents, excluding powers of negative bases; express
numbers in scientific notation.*
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?
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.
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.
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.
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 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.
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.
44 GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION
An Overview of Western and Eastern Hemisphere Studies – continued
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.
GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION 45
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
46 GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION
Social Studies Content Expectations Grade Six
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).
GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION 47
Social Studies Content Expectations Grade Six
48 GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION
Social Studies Content Expectations Grade Six
GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION 49
Social Studies Content Expectations Grade Six
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.
50 GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION
Social Studies Content Expectations Grade Six
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.
GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION 51
Social Studies Content Expectations Grade Six
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.
G3.2 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.
52 GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION
Social Studies Content Expectations Grade Six
GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION 53
Social Studies Content Expectations Grade Six
54 GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION
Social Studies Content Expectations Grade Six
C1 Purposes of Government
Analyze how people identify, organize, and accomplish the purposes of government.
GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION 55
Social Studies Content Expectations Grade Six
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.
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.
56 GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION
Social Studies Content Expectations Grade Six
GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION 57
Approved by the State Board of Education - October 2009
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
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.
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.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.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
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.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.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
For additional information and resources relating to the 2009 METS-S, please visit: http://www.techplan.org/METS