Arkansas State Science Standards and Learning Targets
NOTE: This site is always under construction. Additional information may be added, and content may be changed.
The crucibles for all content your student will learn are the Arkansas State Science Standards. They support the research-backed idea that students need to be engaged in the act of doing science, which includes building physical and mental models, collecting evidence and building arguments, researching new ideas first hand, and exploring topics in-depth.
In association with our district science specialist, these standards have been transformed into actionable, and measurable outcomes known as
Learning Targets.
Here is a link to access 6th grade Arkansas State Science Standards.
Below are the Learning Targets your students will be working to master:
The crucibles for all content your student will learn are the Arkansas State Science Standards. They support the research-backed idea that students need to be engaged in the act of doing science, which includes building physical and mental models, collecting evidence and building arguments, researching new ideas first hand, and exploring topics in-depth.
In association with our district science specialist, these standards have been transformed into actionable, and measurable outcomes known as
Learning Targets.
Here is a link to access 6th grade Arkansas State Science Standards.
Below are the Learning Targets your students will be working to master:
Unit 1: Nature of Science, Scientific Method, Weather, Climate, & Earth Systems (Aug. 13th - Oct. 11th)
LTLT 1: I can design, conduct, and synthesize a science experiment.
1.1: I can accurately describe the nature of science and scientists.
1.2: I can examine and ask scientifically testable questions.
1.3: I can clearly articulate a testable hypothesis to a research question.
1.4: I can design and implement a plan for collecting and organizing data.
1.5: I can analyze and display data in written and graphical form.
1.6: I can interpret data to form a logical conclusion.
1.7: I can discuss a plan for future experiments and data collection.
LTLT 2: I can understand the origins of weather and climate and how they may change over time.
2.1: I can model the Earth's rotation and revolution around the sun.
2.2: I can model how unequal heating and rotation of the Earth affects wind patterns.
2.3: I can model how unequal heating and rotation of the Earth affects ocean circulation.
2.4: I can explain how wind patterns and ocean circulation determines regional climate.
2.5: I can explain how complex interactions of air masses change weather conditions.
Unit 2: Earth’s Spheres and Human Environmental Impacts (Oct. 14th - Dec. 20th)
LTLT 3: I can understand several of Earth's systems and how human influence can impact those systems.
3.1: I can model how rock, life, air, and water are connected, and how they cycle through Earth.
3.2: I can describe factors that have caused the rise in global temperatures over the past century
3.3: I can argue how human population growth and our consumption of natural resources impact the Earth.
Unit 3: Energy, Structure, Function, and Information Processing (Jan. 6 - March 6)
LTLT 4: I can understand how biological structure influences function, and how living things are organized.
4.1: I can explain the function of a cell as a whole, its parts, and how they contribute to its overall function.
4.2: I can defend the claim that living things are made up of one or many different numbers and types of cells.
4.3: I can model the concept that cells form tissues, and tissues form organs specialized for unique body functions.
Unit 4: Engineering, and Organismal Growth, Development, and Reproduction (March 9 - May 22)
LTLT 5: I can use the engineering design process to define engineering problems, and create, evaluate, and analyze solutions.
5.1: I can effectively define a design problem, which will therefore allow me to establish a successful solution.
5.2: I can design and evaluate several competing design solutions.
5.3: I can create and analyze several design solutions, ultimately selecting elements of all designs for the best final product.
5.4: I can collect data that allows me to modify my design, leading me to the best design.
LTLT 6: I can write a children's book that incorporates elements of animal and plant behavior and the environment.
6.1: I can understand the elements of a successful story.
6.2: I can understand how environmental factors are needed for any species to survive.
6.3: I can learn that certain animal behaviors lead to successful reproduction, and provide examples.
6.4: I can learn that plants utilize specific structures and relationships with animals to increase the probability of successful reproduction, and provide examples.
6.5: I can understand that genetic variation is a result of gene transmission from parents to offspring.
6.6: I can understand that asexual reproduction results in offspring with nearly identical genetic information.
LTLT 1: I can design, conduct, and synthesize a science experiment.
1.1: I can accurately describe the nature of science and scientists.
1.2: I can examine and ask scientifically testable questions.
1.3: I can clearly articulate a testable hypothesis to a research question.
1.4: I can design and implement a plan for collecting and organizing data.
1.5: I can analyze and display data in written and graphical form.
1.6: I can interpret data to form a logical conclusion.
1.7: I can discuss a plan for future experiments and data collection.
LTLT 2: I can understand the origins of weather and climate and how they may change over time.
2.1: I can model the Earth's rotation and revolution around the sun.
2.2: I can model how unequal heating and rotation of the Earth affects wind patterns.
2.3: I can model how unequal heating and rotation of the Earth affects ocean circulation.
2.4: I can explain how wind patterns and ocean circulation determines regional climate.
2.5: I can explain how complex interactions of air masses change weather conditions.
Unit 2: Earth’s Spheres and Human Environmental Impacts (Oct. 14th - Dec. 20th)
LTLT 3: I can understand several of Earth's systems and how human influence can impact those systems.
3.1: I can model how rock, life, air, and water are connected, and how they cycle through Earth.
3.2: I can describe factors that have caused the rise in global temperatures over the past century
3.3: I can argue how human population growth and our consumption of natural resources impact the Earth.
Unit 3: Energy, Structure, Function, and Information Processing (Jan. 6 - March 6)
LTLT 4: I can understand how biological structure influences function, and how living things are organized.
4.1: I can explain the function of a cell as a whole, its parts, and how they contribute to its overall function.
4.2: I can defend the claim that living things are made up of one or many different numbers and types of cells.
4.3: I can model the concept that cells form tissues, and tissues form organs specialized for unique body functions.
Unit 4: Engineering, and Organismal Growth, Development, and Reproduction (March 9 - May 22)
LTLT 5: I can use the engineering design process to define engineering problems, and create, evaluate, and analyze solutions.
5.1: I can effectively define a design problem, which will therefore allow me to establish a successful solution.
5.2: I can design and evaluate several competing design solutions.
5.3: I can create and analyze several design solutions, ultimately selecting elements of all designs for the best final product.
5.4: I can collect data that allows me to modify my design, leading me to the best design.
LTLT 6: I can write a children's book that incorporates elements of animal and plant behavior and the environment.
6.1: I can understand the elements of a successful story.
6.2: I can understand how environmental factors are needed for any species to survive.
6.3: I can learn that certain animal behaviors lead to successful reproduction, and provide examples.
6.4: I can learn that plants utilize specific structures and relationships with animals to increase the probability of successful reproduction, and provide examples.
6.5: I can understand that genetic variation is a result of gene transmission from parents to offspring.
6.6: I can understand that asexual reproduction results in offspring with nearly identical genetic information.