6th Grade Constructing & Reflecting Benchmarks
[Constructing and Reflecting] [ Life Science] [Physical Science] [Earth Science] [Health]
What do you want students to:
know, do, be like?
Science Process Skills
How do we work, act and think like a scientist ( predicting, experimenting, documenting, sharing, and reflecting)?
What possible instructional resources
could be used?
Constucting Benchmarks:

Teacher Resources:

National Science Teachers Association: " ... to promote excellence and innovation in science teaching and learning for all."

National Science Education Standards Grades 5-8

Michigan Science Teachers Association The MSTA mission is to stimulate support, and provide leadership for the improvement of science education throughout Michigan.

MASER Mathematics, Social Studies, and Science Education Reform: A set of Internet learning activities for teachers and students were developed which correlate directly with the State of Michigan Standards and Benchmarks.

Michigan Educational Assessment Program: Visit this site to stay informed
about the science MEAP and to get copies of released items.

Eisenhower National Clearing House for Mathematics & Science Education Provides the best selection of math and science education resources on the Internet

Educational REALMS (Resources for Engaging Active Learners in Mathematics and Science) is a new organization created in 2004 after the discontinuation of the federally funded ERIC Clearinghouse for Science, Mathematics and Environmental Education (ERIC/CSMEE).

National Science Digital Library: NSDL is a digital library of exemplary resource collections and services, organized in support of science education at all levels

How Stuff Works: This site is for all those curious scientists that need to know "how stuff works".

I.1.MS.1 Generate questions about the world based on observation. Students will:

Describe, explain, and predict natural phenomena;

Develop questions from their observations that can be answered through scientific inquiry; and

Construct questions about the world in ways that lead to finding answers through investigations, building things, and consulting informational sources.
I.1.MS.2 Design and conduct scientific investigations.

Students will:

Develop the ability to ask clear questions that can be researched using the scientific method and will design investigations that include the following:

  • Formulate a clear question that can be tested through scientific inquiry
  • Propose a hypothesis that attempts to answer the question with reasons for that answer
  • Develop an organized procedure to test the hypothesis
  • Record data (accurate measurements and careful observations) and report in tables, graphs, and journals
  • Draw conclusions based on evidence presented
  • Discuss errors and alternative explanations for results
I.1.MS.3 Use tools and equipment appropriate to scientific investigations. Students will:

Safely use specific tools and equipment appropriate to the scientific investigations they are performing
I.1.MS.4 Use metric measurement devices to provide consistency in an investigation. Students will:

Correctly use metric devices in all scientific investigations (e.g. balance, graduated cylinder, metric stick, thermometer, probeware)
I.1.MS.5 Use sources of information in support of scientific investigations. Students will:

Utilize a variety of resources including periodicals, reference books, computer software, and web sites to organize, evaluate, and critique information as it relates to scientific investigations
I.1.MS.6 Write and follow procedures in the form of step-by-step instructions, formulas, flow diagrams, and sketches.

Students will:

Write and then follow step-by-step instructions for an activity or investigation; and

Orally and visually communicate the purpose, procedure, observations, data collection, conclusions, and possible errors of a given investigation using formulas, flow diagrams, and sketches.

Reflecting Benchmarks:
II.1.MS.1 Evaluate the strengths and weaknesses of claims, arguments, or data. Students will:

Infer and observe in order to evaluate data; and

Examine strengths and weaknesses of observations, data collection, inferences, and explanations, and will dispute claims presented by a variety of media (e.g. videos, graphs, newspaper articles, Internet, textbooks, etc.)
II.1.MS.2 Describe limitations in personal knowledge.

Students will:

Recognize that they must have multiple resources and conduct multiple trials/tests before making claims, arguments or accepting data; and

Be willing to admit inaccuracies and mistakes, as well as determine differences in data that are significant enough to support or refute claims.

II.1.MS.3 Show how common themes of science, mathematics, and technology apply in real-world contexts.

Students will:

Demonstrate an understanding of the interdisciplinary links between math, science and technology by exploring careers and using every day objects. These disciplines integrate common thematic ideas such as:

  • Systems: a collection of parts that function as a whole
  • Model/Scale: a simplified proportional representation
  • Patterns of Change: natural or mathematical repetitions
  • Function: how an object works; its purpose
  • Evolution: the present arises from materials and forms of the past; change over time
  • Scale: a reference to a quality that is both relative and absolute and to the ranges of magnitude in the universe which include such dimensions as size, duration, and speed
  • Energy: the capacity to work or the ability to make matter move
II.1.MS.4 Describe the advantages and risks of new technologies. Students will:

Evaluate the advantages, disadvantages, and consequences of technology.
II.1.MS.5 Develop an awareness of and sensitivity to the natural world. Students will:

Describe the balance of nature as how living organisms (producers, consumers and decomposers) and non-living things (water, air, rocks and minerals, natural resources like coal, and energy) interact within their environment; and

Compare and contrast how their actions can affect the balance of nature

II.1.MS.6 Recognize the contributions made in science by cultures and individuals of diverse backgrounds.

Students will have opportunities:

  • To familiarize themselves with perspectives of diverse cultural and racial groups that are traditionally underrepresented in science
  • To have scientific concepts and experiences presented in ways that promote an understanding and appreciation of different cultures and their influence on the nature and structure of the scientific enterprise
  • To have a learning environment that reflects equitable contributions to support and encourage the pursuit of science as a career
    MI CLiMB

Committee Members:

Last Revised: Mon, Mar 15, 2004