Grade 6 Science OLS Standards

Scientific Knowledge is Open to Revision in Light of New Evidence

Science is a Human Endeavor

Science is a Way of Knowing

Scientific Inquiry, Practice and Applications

Nature of Science (K-8)

Physical Science

Life Science

Earth and Space Science

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning progression

Complexity c

Complexity b

Complexity a

Physical Science

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Life Science

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Earth and Space Science

Safety, Law and Ethics

IMPACTS OF COMPUTING

Minerals have specific, quantifiable properties.

Minerals have specific, quantifiable properties. Minerals are naturally occurring, inorganic solids that have a defined chemical composition. Minerals have properties that can be observed and measured. Minerals form in specific environments.

Compare rocks and minerals.

Match a sample rock or mineral to a given set of properties.

Manipulate both rocks and minerals to identify characteristics of each (e.g., rubbing on a piece of paper, breaking into pieces, feeling texture, etc.)

Engage with various minerals and rocks.

Sort minerals by properties (e.g., color, density, luster).

Identify a common rock-forming mineral.

Identify an object as a mineral or a rock.

Igneous, metamorphic and sedimentary rocks have unique characteristics that can be used for identification and/or classification.

Igneous, metamorphic, and sedimentary rocks have unique characteristics that can be used for identification and/or classification. Most rocks are composed of one or more minerals, but there are a few types of sedimentary rocks that contain organic material, such as coal. The composition of the rock, types of mineral present, and/or mineral shape and size can be used to identify the rock and to interpret its history of formation, breakdown (weathering), and transport (erosion).

Compare the characteristics of igneous, metamorphic and sedimentary rocks.

Match a sample rock to its origin given a set of characteristics (e.g., using pictures, maps, illustrations, etc.)

Manipulate rocks to identify textural characteristics of each.

Engage with various types of rocks.

Classify igneous, metamorphic, or sedimentary rocks.

Identify the properties of igneous rocks (e.g., granite, basalt), metamorphic rocks (e.g., marble, quartzite), or sedimentary rocks (layers).

Sort rocks by textual characteristics.

Igneous, metamorphic and sedimentary rocks form in different ways.

Igneous, metamorphic, and sedimentary rocks form in different ways. Magma or lava cools and crystallizes to form igneous rocks. Heat and pressure applied to existing rock forms metamorphic rocks. Sedimentary rock forms as existing rock weathers chemically and/or physically and the weathered material is compressed and then lithifies. Each rock type can provide information about the environment in which it was formed.

Given characteristics of a rock or location in the rock cycle, identify the specific rock type.

Match where a given rock fits into the rock cycle.

Explore a variety of different rocks and identify specific characteristics of the rock.

Identify the processes that can change a rock (e.g., heat, pressure, lava cooling, etc.).

Actively participate in discussion about an animation or simulation that illustrates the rock cycle (e.g., the creation of coal).

Engage with various visual or tactile representations of the rock cycle.

Engage with materials that can represent the formation of rocks (e.g., different colors of playdoh).

Identify how each rock type is formed (e.g., pressure, erosion, cooling, melting, compaction, cementation, heat, and/or weathering).

Compare parts of the rock cycle (e.g., some rocks form from pressure while some form from lava).

Identify a component of a rock cycle.

Soil is unconsolidated material that contains nutrient matter and weathered rock.

Soil is unconsolidated material that contains nutrient matter and weathered rock. Soil formation occurs at different rates and is based on environmental conditions, types of existing bedrock, and rates of weathering. Soil forms in layers known as horizons. Soil horizons can be distinguished from one another based on properties that can be measured. The terms dirt and soil are not synonymous; use the term “soil.” Note: The emphasis should be on properties of soil rather than memorization.

Investigate plant growth in a variety of soils.

Match characteristics of soil to its purpose or use.

Identify the different layers in a soil sample/cross section as “horizons”.

Manipulate different soil samples to identify characteristics of each (e.g., texture, color, composition, permeability, porosity).

Engage with different samples of soil.

Identify the different properties of each layer (horizon) of soil.

Recognize that soils can have different properties (e.g., texture, color, composition, permeability, porosity).

Identify the components of soil (e.g., small pieces of rock and living and decaying organisms).

Rocks, minerals and soils have common and practical uses.

Rocks, minerals, and soils have common and practical uses. Nearly all manufactured material requires some kind of geologic resource. Most geologic resources are considered nonrenewable. Rocks, minerals, and soil are examples of geologic resources that are nonrenewable.

Identify what happens when a nonrenewable resource is used (e.g., coal is burned up to create heat).

Match a rock or mineral to its industrial use (e.g., road salt, jewellery, building material, etc.).

Identify the practical use of rocks, minerals, or soils found in everyday items.

Engage with common products that are made with rocks, minerals, or soils.

Classify specific rocks, minerals, or soils into their general use (agriculture, transportation, construction, domestic, energy, and technology).

Identify a common use for rocks, minerals, or soils.

Identify that rocks, minerals, and soils are nonrenewable resources that are used by people in many ways.

Cells are the fundamental unit of life.

Cells are the fundamental unit of life. All living things are composed of cells. Different body tissues and organs are made of different kinds of cells. The ways cells function are similar in all living organisms. Note: Emphasis should be placed on the function and coordination of cell organelles as well as their roles in overall cell function. Specific information about the organelles that need to be addressed at this grade level will be found in the model curriculum.

Match cell organelles to the specific function they perform in a cell.

Recognize that cells work together to perform different functions for the organism (e.g., groups of special cells work together to create an organ called the heart that pumps blood throughout an organism’s body).

Identify the needs of all living things (energy, removal of waste, reproduction, etc.).

Identify that a cell has smaller parts that perform their own functions for living things.

Compare differences between plants and animals at the macro- and microscopic level.

Identify a single-celled versus a multicellular organism.

Identify relative size of a single cell to a known organism or object (e.g., have students engage with various models to describe the relative size of a cell).

Engage with models or visuals of single-celled and multicellular organisms (both plant and animal).

Engage with or manipulate a model of a cell (both plant and animal).

Explain how cells are organized to form multicellular organisms (cells make up tissue such as muscle).

Recognize that organisms can be made of only one cell or can be made of many cells.

Recognize that living things are made of cells.

All cells come from pre-existing cells.

All cells come from pre-existing cells. Cells repeatedly divide, resulting in more cells and growth and repair in multicellular organisms. Note: This is not a detailed discussion of the phases of mitosis or meiosis. The focus should be on reproduction as a means of transmitting genetic information from one generation to the next, cellular growth, and repair.

Recognize that cells have a master set of directions for structure and function within a living system. For multicellular organisms, only a portion of the genetic information is used.

Identify a situation where a cell is multiplying in order to grow or repair (e.g., provide images of cut on human skin and a scab forming, cut hair and regrowth).

Recognize that cell division results in growth of an organism or the production of cells to replace cells.

Identify the source of a specific type of cell (e.g., muscle cell was produced from another muscle cell).

Actively participate in discussion of how organisms grow or how bodies make repairs (e.g., what happens when you get a cut?)

Engage in visual models or animations of a cell dividing and developing into an embryo.

Engage in visual models or animations of a cell dividing and creating an exact copy.Match cell organelles to the specific function they perform in a cell.

Recognize that cells work together to perform different functions for the organism (e.g., groups of special cells work together to create an organ called the heart that pumps blood throughout an organism’s body).

Identify the needs of all living things (energy, removal of waste, reproduction, etc.).

Identify that a cell has smaller parts that perform their own functions for living things.

Compare differences between plants and animals at the macro and microscopic level.

Identify a single-celled versus a multicellular organism.

Identify relative size of a single cell to a known organism or object (e.g., have students engage with various models to describe the relative size of a cell).

Engage with models or visuals of single-celled and multicellular organisms (both plant and animal).

Engage with or manipulate a model of a cell (both plant and animal).

Describe that every cell contains information about traits that can be passed to the next generation through reproduction or cell division.

Identify that cells multiply for growth, repair, and reproduction.

Identify that cells can multiply to produce more cells.

Cells carry on specific functions that sustain life.

Cells carry on specific functions that sustain life. Many basic functions of organisms occur in cells. Cells take in nutrients and energy to perform work, like making various molecules required by that cell or an organism. Every cell is covered by a membrane that controls what can enter and leave the cell. Within the cell are specialized parts for the transport of materials, energy capture and release, protein building, waste disposal, information feedback, and movement. Note: Emphasis should be placed on the function and coordination of cell components, as well as on their roles in overall cell function.

Identify at least one difference between a plant and animal cell (e.g., cell wall versus cell membrane, presence or absence of chloroplasts).

Recognize that cells have smaller parts called “organelles”.

Engage with and manipulate a cell model to illustrate cell parts (both plant and animal).

Explain that each cell part has a distinct structure and function that is critical to life.

Match an organelle to its function.

Identify an organelle in a cell.

Living systems at all levels of organization demonstrate the complementary nature of structure and function.

Living systems at all levels of organization demonstrate the complementary nature of structure and function. The level of organization within organisms includes cells, tissues, organs, organ systems, and whole organisms. Whether the organism is single-celled or multicellular, all parts function as a whole to perform the tasks necessary for the survival of the organism.

Recognize that all organs/organ systems work together to provide function for an organism.

Recognize that organs that work together to perform a specific job make up an organ system

Recognize that similar tissues put together make up an organ.

Recognize that a group of similar cells make up a larger structure called “tissue”.

Recognize at least one difference between a plant and animal cell (e.g., cell wall versus cell membrane, presence or absence of chloroplasts).

Engage with pictures and models of various types of cells (plant and animal).

Compare and contrast different types of cells and tissues.

Identify that cells make up tissues, which make up organs.

Identify a plant cell and an animal cell.

Matter is made up of small particles called atoms.

Matter is made up of small particles called atoms. Matter has mass, volume and density and is made up of particles called atoms. Elements are a class of substances composed of a single kind of atom. Molecules are the combination of two or more atoms that are joined together chemically.

Explore different materials of the same size and note similarities and difference. (Use a steellead beaarring and a foam ball of the same size and note the mass, volume and density.)

Make a model representing atoms joined together to create a substance (e.g., use Legos to create an object or “substance”, then change the size, number, or color of Legos to create a new “substance”).

Recognize unique characteristics of substances (e.g., size, color, malleability, mass, volume).

Recognize atoms as the “building blocks” of all substances (i.e. they make up everything).

Recognize that objects can be broken down into smaller and smaller pieces that eventually we cannot see (e.g., physically reduce the size of various objects (break them down into smaller and smaller pieces until they can no longer be reduced)).

Recognize the size of an atom compared to an everyday object (i.e. understand that atoms can’t be seen with the naked just their eyes).

Engage with a visual representation of atoms of elements such as the Periodic Table of Elements.

Engage with models of atoms and molecules.

Engage with objects that represent “building blocks” (e.gi.e., smaller pieces that can be put together to create a larger object, such as Legos).

Engage with items of the same size and shape, but varying masses, or items of same mass, but varying sizes/ shapes.

Compare objects based on the properties of matter (e.g., mass, volume, density).

Identify a property of matter that can be measured (e.g., mass, volume, density).

Identify that matter is made of atoms, which are too small to be seen.

Changes of state are explained by a model of matter composed of particles that are in motion.

Changes of state are explained by a model of matter composed of particles that are in motion. Temperature is a measure of the average motion of the particles in a substance. Heat is a process of energy transfer rather than a type of energy. Energy transfer can result in a change in temperature or a phase change. When substances undergo changes of state, atoms change their motion and position. Note: It is not the intent of this standard to encourage vocabulary identification (matching definitions with heat, temperature, and thermal energy). Instead, these are provided as conceptual tools for understanding the role of energy in physical, biotic, atmospheric, oceanic, and geologic systems covered in grade 6 and subsequent grades and courses.

Model movement of particles in a state of matter as heat or energy is added or taken away.

Identify what is present to cause a change of state (i.e. increased energy or heat).

Relate particle movement to the characteristics of the various states of matter, e.g., liquids and gases flow and take the shape of their container because atoms move over and around each other. Solids have a definite shape due to the limited movement of the atoms.

Model movement of particles in each state of matter.

Recognize that particles in matter move according to their “state” (solid-particles vibrate, liquid-particles move around each other, gas-particles move in all directions).

Recognize that matter is made of particles (atoms) that move.

Recognize a “change of state” as matter changing from liquid to solid, liquid to gas, solid to liquid, etc.)

Identify the states of matter that exist as ice melts (e.g., solid, liquid, gas).

Engage with an animation of particle movement as a substance changes phase as a result of adding or removing heat.

Actively participate in discussion about a change in state demonstration (e.g., ice changing state from solid to liquid to gas on a hot plate).

Engage with various solids, liquids, and gases that can change their state within a relatively short amount of time.

Compare the motion of the particles that make up solids, liquids, gases (e.g., solid particles are close together; gas particles are far apart).

Identify that heating an object causes the particles of the object to speed up.

Recognize that heating an object can make it change from a solid to a liquid to a gas.

There are two categories of energy: kinetic and potential.

There are two categories of energy: kinetic and potential. Objects and substances in motion have kinetic energy. Objects and substances can have energy as a result of their position (potential energy). Note: Chemical and elastic potential energy should not be included at this grade; this is found in PS grade 7.

(Example for 6.PS.3c) Observe a Rube Goldberg machine (Mouse Trap game) in action and identify the types energy employed. Identify places where potential and kinetic energy are the greatest or least. (think Mouse Trap game).

Model the effect of an increase or decrease of potential energy on an object’s kinetic energy (e.g., drop a ball from different heights and compare the heights of the resulting bounces--”If I drop a ball from really high, the bounce will be bigger.”; skiing on the bunny hill versus advanced hill).

Match picture examples to either having kinetic or potential energy.

Recognize that objects in motion are said to have “kinetic” energy and those at rest have “potential” energy.

Identify if an object is in motion or at rest.

Engage with various objects that are at rest or in motion.

Identify when an object has the greatest/ least kinetic and/or potential energy.

Recognize that the potential energy of an object changes based on its height and recognize that the kinetic energy of an object changes based on its speed.

Identify examples of potential or kinetic energy in a model or visual representation.

An object's motion can be described by its speed and the direction in which it is moving.

An object’s motion can be described by its speed and the direction in which it is moving. An object’s position can be measured and graphed as a function of time.

Match different ramp characteristics to graphs that represent an object’s motion.

Identify how a model must be manipulated to change the speed and direction of an object according to specific requirements (e.g., increase the speed, change the direction of motion and distance to the left).

Recognize that on a speed graph (showing distance vs. time)a line with represented with a steep slope is an object moving faster than a line represented by a low slope.

Manipulate the heights and slopes of a ramp to change how fast and how far an object like a ball travels.

Engage with graphs representing objects moving at high and low speeds.

Engage with timers when observing movement of objects.

Engage with models that demonstrate objects moving at different speeds.

Explain how speed involves both distance and time.

Identify the speed and direction of a moving object.

Identify factors that affect the speed of an object.

All students must use these scientific processes with appropriate laboratory safety techniques to construct their knowledge and understanding in all science content areas.

Apply knowledge of science content to real-world challenges.

Design technological/engineering solutions.

Identify questions that can be answered through scientific investigations.

Design and conduct scientific investigations using appropriate safety techniques.

Use appropriate mathematics, tools and techniques to gather data and information.

Analyze and interpret data.

Develop descriptions, models, explanations and predictions.

Think critically and logically to connect evidence and explanations.

Recognize and analyze alternative explanations and predictions.

Communicate scientific procedures and explanations.

Science assumes the universe is a vast single system in which basic laws are consistent. Natural laws operate today as they did in the past and they will continue to do so in the future. Science is both a body of knowledge that represents a current understanding of natural systems and the processes used to refine, elaborate, revise and extend this knowledge.

Science is a way of knowing about the world around us based on evidence from experimentation and observations.

Science is a continual process and the body of scientific knowledge continues to grow and change.

Science assumes that objects and events occur in consistent patterns that are understandable through measurement and observation.

Science should carefully consider and evaluate all data including outliers.

Science is based on observable phenomena and empirical evidence.

Science disciplines share common rules for obtaining and evaluating empirical evidence.

Science has been, and continues to be, advanced by individuals of various races, genders, ethnicities, languages, abilities, family backgrounds and incomes.

Individuals from different social, cultural, and ethnic backgrounds work as scientists and engineers.

Scientists and engineers are guided by habits of mind, such as intellectual honesty, tolerance of ambiguity, skepticism and openness to ideas.

Scientists and engineers rely on human qualities such as persistence, precision, reasoning, logic, imagination and creativity.

Science is not static. Science is constantly changing as we acquire more knowledge.

Science explanations are subject to revision and improvement in light of additional scientific evidence or new understanding of scientific evidence.

ARTIFICIAL INTELLIGENCE

Machine Learning

Contrast the unique characteristics of human learning with the ways machine learning systems operate to identify the limitations of machine learning.

Illustrate the structure of a neural network to describe how its parts form a set of functions that compute an output.

Natural Interactions

Individually and collaboratively compare language processing algorithms to solve a problem based on a given criteria (e.g., time, resource, accessibility).

Identify and describe how computers mimic human behavior to better serve humans.

Perception

Give examples of different types of computer perception that can extract meaning from sensory signals to understand how computers collect information from sensors.

Give examples of how humans combine information from multiple modalities to understand how computers use sensors to collect data.

Give examples of different types of computer perception that can extract meaning from sensory signals to show the connection between sensors and computer perception.

Classify a given image (e.g., "traffic scene", "nature scene", "social gathering", etc.) and then describe the kinds of knowledge a computer would need in order to understand scenes of this type to utilize the image in an algorithm.

Representation & Reasoning

Illustrate how a computer can solve a maze, find a route on a map or reason about concepts in a knowledge graph by drawing a search tree.

Societal Impacts

Identify and explain how humans have control in curating training datasets to identify bias in machine learning.

Identify and explain how algorithmic bias impacts artificial intelligence systems to prevent bias in future datasets.

ALGORITHMIC THINKING AND PROGRAMMING

Algorithms

Compare and refine multiple algorithms for the same task to determine which is the most efficient.

Control Structures

Identify and trace decisions and loops that exist in a multi-step process within a program.

Modularity

Decompose problems into parts to facilitate the design, implementation and review of programs.

Program Development

Write code that utilizes algorithms, variables and control structures to solve problems or as a creative expression.

Test and trace to debug and refine code.

Variables and Data Representation

Identify unknown values that need to be represented by a variable within a multi-step process.

Create variables and use them within a multi-step process.

COMPUTING SYSTEMS

Devices

Identify the benefits and limitations of a given computing device's functions (including individual components) to explain how the functions and components work together to create the computing system.

Hardware and Software

Identify ways that hardware and software work together as a system to collect and exchange data.

Troubleshooting

Use a systematic process to identify and evaluate the source of a routine computing problem. Select the best solution to solve the computing problem and communicate the solution to others.

DATA AND ANALYSIS

Data Collection and Storage

Identify and use an appropriate digital data collection tool to compile information.

Select and utilize appropriate file formats to organize collected data.

Utilize a file structure to logically organize data to support individual and collaborative work.

Inference and Modeling

Identify and utilize data sets to support or refute a hypothesis.

Visualization and Communication

Identify and label patterns in models or representations to infer connections between data sets.

Create a spreadsheet utilizing formulas, functions and graphs to represent and analyze data.

Culture

Identify the change that current technologies have on people's everyday activities to understand the impact within a society.

Identify issues of bias and accessibility in the design of existing technologies to address equality and equity in society.

Identify and explore careers related to the field of computer science.

Social Interactions

Analyze and present beneficial and harmful effects of electronic communications to understand their impacts on interpersonal, global, economic, political, business and cultural interactions.

Describe tradeoffs between allowing information to be public and keeping information private and secure to inform decision -making .

Identify the social and economic implications of privacy in the context of safety, law or ethics to understand how privacy impacts these areas.

Evaluate the development of new technologies in communication, entertainment and business to understand the impact.

Provide appropriate credit when using resources or artifacts that are not our own.

Differentiate between the appropriate and inappropriate content on the internet and identify unethical and illegal online behavior.

NETWORKS AND THE INTERNET

Cybersecurity

Identify cybersecurity concerns and measures needed to protect electronic information.

Identify the different types of malware to understand threats to data security.

Identify ways to protect private information.

Internet of Things (IoT)

Define and explore aspects of embedded devices, smart devices and intelligent devices and the way they record, observe and mimic human habits.

Identify and define blockchains to recognize how every device made has unique identifiers and the weaknesses that allow programmers and hackers to see personally identifiable information.

Networking

Identify the role of hardware components to understand the infrastructure of networks and the internet (including cloud servers).

Identify protocols (i.e., rules) and explain why they are used to transmit data across networks and the internet.

Range of Writing

Research to Build and Present Knowledge

Production and Distribution of Writing

Text Types and Purposes

Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects

Range of Reading and Level of Text Complexity

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

Science and Technical Subjects

Range of Reading and Level of Text Complexity

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

History/Social Studies

Cite specific textual evidence to support analysis of primary and secondary sources.

By the end of grade 8, read, comprehend, and respond to history/social studies texts in the grades 6–8 text complexity band independently and proficiently.

Analyze content-area-specific text development.

Determine the central ideas or information of a primary or secondary source.

Provide an accurate summary that includes the central ideas of the source.

Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

Describe how a text presents information (e.g., sequentially, comparatively, causally).

Identify aspects of a text that reveal an author's perspective or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

Distinguish among fact, opinion, and reasoned judgment in a text.

Analyze the relationship between a primary and secondary source on the same topic.

Cite specific textual evidence to support analysis of science and technical texts.

By the end of grade 8, read, comprehend, and respond to science/technical texts in the grades 6–8 text complexity band independently and proficiently.

Analyze content-area-specific text development.

Determine the central ideas or conclusions of a text.

Provide an accurate and objective summary that includes the central ideas or conclusions of the text.

Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.

Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.

Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.

Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.

Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

Write arguments focused on discipline-specific content.

Establish a clear thesis statement to present and argument.

Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

Establish and maintain a formal style.

Provide a concluding statement or section that follows from and supports the argument presented.

Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

Establish a thesis statement to present information.

Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

Use precise language and domain-specific vocabulary to inform about or explain the topic.

Establish and maintain a formal style and objective tone.

Provide a concluding statement or section that follows from and supports the information or explanation presented.

not applicable as a separate requirement

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others, while avoiding plagiarism and following a standard format for citation.

Draw evidence from informational texts to support analysis reflection, and research.