New Hampshire College and Career Ready Standards

New Hampshire College and Career Ready Standards for Sixth Grade Biology

NH.SPS1. Science Process Skills: Scientific Inquiry and Critical Thinking Skills

S:SPS1:6:1.1. Making Observations and Asking Questions: Students will apply skills from previous grades and make observations and record measurements using a variety of tools and instruments.

The nature of scienceScience process skills include observing, classifying, estimating, measuring, inferring, predicting, creating graphs, and developing models. Identify Dependent and Controlled Variables: A dependent variable is the variable that is being observed during an experiment. A control variable is the part of an experiment that you do not make any changes to which you can use to compare the other parts of your experiment to. Read more...iWorksheets :3Study Guides :1

S:SPS1:6:1.2. Making Observations and Asking Questions: Students will apply skills from previous grades and plan observations based on a given purpose.

S:SPS1:6:1.3. Making Observations and Asking Questions: Students will apply skills from previous grades and identify and investigate similarities and differences among observations and sets of observations.

S:SPS1:6:1.5. Making Observations and Asking Questions: Students will apply skills from previous grades and use a classification key, such as a dichotomous key, to identify and distinguish among members of a group or set.

The 6 Kingdoms of LifeScientists classify plants and animals according to the structures and characteristics of each organism. They compare and contrast organisms, and those with similar structures and characteristics are grouped together. Read more...iWorksheets :4Study Guides :1Vocabulary :4

S:SPS1:6:1.6. Making Observations and Asking Questions: Students will apply skills from previous grades and construct a simple classification key.

S:SPS1:6:1.7. Making Observations and Asking Questions: Students will apply skills from previous grades and compare methods of classification for a specific purpose.

Landforms, Rocks and soilLandsforms are features that make up the Earth's surface. They include mountains, plateaus, canyons, deltas, hills, valleys, and more... The Rock cycle, Volcanoes. How do Earthquakes happen? Read more...iWorksheets :4Study Guides :1Vocabulary :4

Minerals of Earth's crustMinerals are solid elements formed naturally in the Earth’s surface. Every mineral has a unique chemical composition – a mix of the chemicals that formed it. Rocks are made up of minerals, sometimes more than one kind of mineral! Read more...iWorksheets :3Study Guides :1Vocabulary :2

S:SPS1:6:2.2. Designing Scientific Investigations: Students will apply skills from previous grades and identify and utilize appropriate tools/technology for collecting data in designing investigations.

S:SPS1:6:2.3. Designing Scientific Investigations: Students will apply skills from previous grades and incorporate components of good experimental design, such as controls and multiple trials, into investigations.

S:SPS1:6:3.2. Conducting Scientific Investigations: Students will apply skills from previous grades and use appropriate tools to collect and record data.

S:SPS1:6:3.3. Conducting Scientific Investigations: Students will apply skills from previous grades and follow the teacher's instructions in performing experiments, following all appropriate safety rules and procedures.

S:SPS1:6:4.1. Representing and Understanding Results of Investigations: Students will apply skills from previous grades and use appropriate tools to organize, represent, analyze and explain data.

S:SPS1:6:4.4. Representing and Understanding Results of Investigations: Students will apply skills from previous grades and identify patterns and relationships in data and formulate basic explanations.

S:SPS1:6:4.5. Representing and Understanding Results of Investigations: Students will apply skills from previous grades and draw appropriate conclusions based on data collected.

S:SPS1:6:5.1. Evaluating Scientific Explanations: Students will apply skills from previous grades and determine if the results of an experiment support or fail to support the scientific idea tested.

NH.SPS2. Science Process Skills: Unifying Concepts of Science

S:SPS2:6:2.4. Systems and Energy: Students will apply skills from previous grades and compare a variety of forms of energy, including heat, light, sound, mechanical, electrical, and chemical energy.

Properties of matter and EnergyWhat is matter? Matter is anything that takes up space and has mass. Kinetic energy is energy that is happening now; it is energy in motion. Potential energy is energy that is waiting to happen; it is stored energy. How does heat get transferred: By conduction, by convection and by radiation. Read more...iWorksheets :3Study Guides :1Vocabulary :2

S:SPS2:6:3.1. Models and Scale: Students will apply skills from previous grades and understand that models are often used to think about processes that happen too slowly, too quickly, or on too small a scale to observe directly; or that are too vast to be changed deliberately; or that are potentially dangerous.

S:SPS2:6:5.1. Form and Function: Students will apply skills from previous grades and describe the structure and function of organs.

Cells, tissues and organsFreeCells need ENERGY to do all this work. Cellular respiration is the process where cells turn food into usable energy. When similar cells group together and work together for the same purpose, they form tissues. For example, skin tissues protect our bodies from dirt and germs getting inside our bodies. Nerve tissue helps us feel things, such as if something is hot or cold. Read more...iWorksheets :3Study Guides :1Vocabulary :6

S:SPS2:6:5.2. Form and Function: Students will apply skills from previous grades and diagram and label the structure of the primary components of representative organs in plants and animals.

Roots, Stems and LeavesPlants have two different root systems: a Taproot and a Fibrous Root system. Leaves of a plant are made of plant organs and tissues. The top layer of leaf, which protects the leaf, is called its epidermis. Leaves have tiny openings underneath them called the stomata which let air and water in and out of the leaf. Read more...iWorksheets :4Study Guides :1Vocabulary :3

NH.SPS4. Science Process Skills: Science Skills for Information, Communication and Media Literacy

S:SPS4:6:1.3. Information and Media Literacy: Students will apply skills from previous grades and use appropriate tools to analyze and synthesize information (e.g., diagrams, flow charts, frequency tables, bar graphs, line graphs, stem-and-leaf plots) to draw conclusions and implications based on investigations of an issue or question.

S:SPS4:6:4.2. Problem Identification, Formulation, and Solution: Students will apply skills from previous grades and use evidence collected from observations or other sources and use them to create models and explanations.

S:SPS4:6:8.1. Accountability and Adaptability: Students will apply skills from previous grades and develop and execute a plan to collect and record accurate and complete data from various sources to solve a problem or answer a question; and gather and critically analyze data from a variety of sources.

NH.ESS1. Earth Space Science: The Earth and Earth materials, as we know them today, have developed over long periods of time, through constant change processes.

S:ESS1:6:1.2. Atmosphere, Climate, and Weather: Students will identify weather patterns by tracking weather related events, such as hurricanes.

Weather, Weather patterns and climateHow do clouds form? Main types of clouds. Precipitation. Air Pressure. What are the Four Most Influential Air Masses that Affect the Weather in North America? What is needed for a thunderstorm to occur? Thunderstorm key ingredients: Moisture, Instability and Uplift. What is a hurricane? What is a tornado? What is climate? Climate Zones: Polar zone, Temperate zone, Tropical zone. The location of the zone determines its climate. Read more...iWorksheets :3Study Guides :1Vocabulary :5

S:ESS1:6:1.3. Atmosphere, Climate, and Weather: Students will explain the composition and structure of the Earth's atmosphere.

Earth's freshwater and atmospherePlanet Earth (the planet on which we happen to live) spins on an imaginary line called an axis. One spin around on its axis is called a revolution. As the earth rotates, the areas facing the Sun slowly change, and that means the time of day and the temperatures change.The sun is the main energy supply for the water cycle. Read more...iWorksheets :4Study Guides :1Vocabulary :4

S:ESS1:6:1.5. Atmosphere, Climate, and Weather: Students will describe how clouds affect weather and climate, including precipitation, reflecting light from the sun, and retaining heat energy emitted from the Earth's surface.

S:ESS1:6:2.1. Composition and Features: Students will differentiate between renewable and non-renewable resources.

Energy resourcesA renewable resource is a resource that can be naturally restored or at least replenished as it is needed: The power of WIND, the power of WATER, the power of the SUN, Geothermal energy (heat from the earth), the Energy of TRASH. Fossil fuels - Crude Oil, Coal, Natural Gas - are nonrenewable resources. These types of resources take much longer to replace than most societies can wait. Read more...iWorksheets :3Study Guides :1Vocabulary :2

S:ESS1:6:2.3. Composition and Features: Students will identify and distinguish between various landforms using a map and/or digital images.

S:ESS1:6:5.2. Processes and Rates of Change: Students will explain how some changes to the Earth's surface happen abruptly, as a result of landslides, earthquakes and volcanic eruptions; while other changes happen very slowly as a result of weathering, erosions and deposition of sediment caused by waves, wind, water and ice.

S:ESS1:6.6.3. Rock Cycle: Students will describe the properties of soil, such as color, texture, capacity to retain water, and its ability to support plant life.

S:ESS1:6:7.2. Water: Students will explain that water quality has a direct effect on Earth's life forms.

NH.ESS2. Earth Space Science: The Earth is part of a solar system, made up of distinct parts, which have temporal and spatial interrelationships.

S:ESS2:6:1.1. Earth, Sun, and Moon: Students will recognize and describe how the regular and predictable motions of the Earth and Moon explain certain Earth phenomena, such as day and night, the seasons, the year, shadows and the tides.

The solar systemAll planets in our solar system rotate and they all revolve around the Sun. Inner planets: Mercury, Venus, Earth. Outer planets: Jupiter, Saturn, Uranus, Neptune. Comets are made of ice and rock. They have four parts: a nucleus which is the solid portion of the comet and is made of dust and ice, a coma which is a cloud of dust and evaporated gases, an ion tail and a dust tail. Read more...iWorksheets :3Study Guides :1Vocabulary :3

S:ESS2:6:2.1. Energy: Students will recognize how the tilt of the Earth's axis and the Earth's revolution around the Sun affect seasons and weather patterns.

S:ESS2:6:2.2. Energy: Students will identify and describe seasonal, daylight and weather patterns as they relate to energy.

NH.ESS4. Earth Space Science: The growth of scientific knowledge in Earth Space Science has been advanced through the development of technology and is used (alone or in combination with other sciences) to identify, understand and solve local and global issues.

S:ESS4:6:2.2. Tools: Students will employ knowledge of basic weather symbols to read and interpret weather and topographic maps.

NH.LS1. Life Science: All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, and species).

S:LS1:6:1.1. Classification: Students will identify ways in which living things can be grouped and organized, such as taxonomic groups of plants, animals and fungi.

S:LS1:6:1.2. Classification: Students will categorize organisms into kingdoms that are currently recognized, according to shared characteristics.

S:LS1:6:2.1. Living Things and Organization: Students will recognize that all living things are composed of cells, and explain that while many organisms are single celled, such as yeast, others, including humans, are multicellular.

S:LS1:6:2.4. Living Things and Organization: Students will recognize and describe the hierarchical organization of living systems, including cells, tissues, organs, organ systems, whole organisms, and ecosystems.

Energy and ecosystemsAn ecosystem includes all the living and non-living things in an area. This includes populations and communities of many different animals. Read more...iWorksheets :3Study Guides :1Vocabulary :3

Interactions among living thingsAn important and essential interaction among living things involves the flow of energy within an environment. All living organisms need energy to survive! Energy moves through an environment through food chains and food webs. Read more...iWorksheets :3Study Guides :1Vocabulary :3

S:LS1:6:2.5. Living Things and Organization: Students will explain that multicellular organisms have specialized cells, tissues, organs and organ systems that perform certain necessary functions, including digestion, respiration, reproduction, circulation, excretion, movement, control and coordination and protection from disease.

Animal Diversity and AdaptationsFreeHere are some examples of the systems that animals and humans have in common: Integumentary system, Muscular system, Endocrine system, Nervous system, Circulatory system, Respiratory system, Digestive system, Excretory System, Reproductive system, Immune system, Skeletal System. Read more...iWorksheets :3Study Guides :1Vocabulary :5

S:LS1:6:2.6. Living Things and Organization: Students will recognize that the human cells found in tissues and organs are similar to those of other animals, but somewhat different from cells found in plants.

NH.LS2. Life Science: Energy flows and matter recycles through an ecosystem.

S:LS2:6:2.1. Flow of Energy: Students will describe how energy is transferred in an ecosystem through food webs; and explain the roles and relationships between producers, consumers and decomposers.

Cycles of life and BiomesThe Nitrogen Cycle Process: Nitrogen is taken in by plants through their roots, animals eat plants, and the nitrogen is passed along the food chain to animals. Herbivores get nitrogen by eating plants. Carnivores get nitrogen by eating herbivores. Nitrogen is returned to the soil when an organism dies – decomposers break down the dead organisms and change the nitrogen compounds in the dead organism’s body into the kind plants can use. Read more...iWorksheets :4Study Guides :1Vocabulary :2

S:LS2:6:2.2. Flow of Energy: Students will recognize that one of the most general distinctions among organisms is between plants, which use sunlight to make their own food, and animals, which consume energy-rich foods.

S:LS2:6:2.3. Flow of Energy: Students will describe the process of photosynthesis and explain that plants can use the food they make immediately or store it for later use.

S:LS2:6:3.1. Recycling of Materials: Students will define a population as all individuals of a species that exist together at a given place and time; and explain that all populations living together in a community, along with the physical factors with which they interact, compose an ecosystem.

S:LS2:6:3.2. Recycling of Materials: Using food webs, students will identify and describe the ways in which organisms interact and depend on one another in an ecosystem.

S:LS2:6:3.3. Recycling of Materials: Students will explain how insects and various other organisms depend on dead plant and animal matter for food; and describe how this process contributes to the system.

NH.LS3. Life Science: Groups of organisms show evidence of change over time (e.g. evolution, natural selection, structures, behaviors, and biochemistry).

S:LS3:6:1.2. Change: Students will explain how changes in environmental conditions can affect the survival of individual organisms and the entire species.

NH.LS4. Life Science: Humans are similar to other species in many ways, and yet are unique among Earth's life forms.

S:LS4:6:2.1. Disease: Students will explain that the human body has ways to defend itself against disease-causing organisms and describe how defenders, including tears, saliva, the skin, some blood cells and stomach secretions support the defense process.

NH.LS5. Life Science: The growth of scientific knowledge in Life Science has been advanced through the development of technology and is used (alone or in combination with other sciences) to identify, understand and solve local and global issues.

S:LS5:6:2.1. Design Technology: Students will demonstrate the appropriate use of tools, such as thermometers, probes, microscopes and computers to gather, analyze and interpret data in the life sciences.

NH.PS1. Physical Science: All living and nonliving things are composed of matter having characteristic properties that distinguish one substance from another (independent of size/amount of substance).

S:PS1:6:1.1. Composition: Students will recognize that all matter is composed of minute particles called atoms; and explain that all substances are composed of atoms, each arranged into different groupings.

S:PS1:6:1.2. Composition: Students will identify elements as substances that contain only one kind of atom; and explain that elements do not break down by normal laboratory reactions, such as heating, exposure to electric current, and reaction to acid.

Elements, mixtures and compoundsElements are a basic (simple) kind of matter. They can’t be broken down into simpler parts and still keep their properties because they are in the simplest form. A solute is the substance that is dissolved in the solvent. Solubility refers to the ability of one substance to dissolve into another substance. Read more...iWorksheets :4Study Guides :1Vocabulary :2

S:PS1:6:1.3. Composition: Students will recognize that over one hundred elements exist, and identify the periodic table as a tool for organizing the information about them.

S:PS1:6:2.1. Properties: Students will identify elements according to their common properties, such as highly reactive metals, less reactive metals, highly reactive non-metals and almost non-reactive gases.

Chemical and physical changes of matterA chemical change is a change in which one kind of substance is changed into a different kind of substance. Chemical changes produce substances that were not there when you started. You can’t reverse or undo a chemical change. The substance or object involved in physical change is the same before and after the change (unlike a chemical change). The change is not permanent and can be undone. Read more...iWorksheets :3Study Guides :1Vocabulary :1

S:PS1:6:2.2. Properties: Students will identify substances by their physical and chemical properties, such as magnetism, conductivity, density, solubility, boiling and melting points.

Solids, liquids and gases.Solid, liquid, and gas are all states of matter. The molecules in solids are tightly packed together. The molecules in liquids are not as close as those in solids; they have a little more room to move around. The molecules in gases are far apart. Gases can fill any size room or any size container. Read more...iWorksheets :3Study Guides :1Vocabulary :1

S:PS1:6:2.4. Properties: Students will identify energy as a property of many substances.

NH.PS2. Physical Science: Energy is necessary for change to occur in matter. Energy can be stored, transferred and transformed, but cannot be destroyed.

S:PS2:6:1.1. Change: Students will differentiate between a physical change, such as melting, and a chemical change, such as rusting.

S:PS2:6:3.1. Energy: Students will explain that the pitch of a sound is dependent on the frequency of the vibration producing it.

Sound and light energySound is a type of energy that travels in waves which are caused by vibrations. Characteristics of Sound. Vibrations: movements made rapidly back and forth. Sound Waves: an invisible transfer of sound energy as it travels away from the energy source. Wavelength: the distance between a point on one sound wave and a similar point on another sound wave. Frequency: The number of vibrations in a period of time is called the frequency of a vibration. Volume: The loudness or quietness of a sound is its volume. Read more...iWorksheets :4Study Guides :1Vocabulary :2

S:PS2:6:3.2. Energy: Students will explain that sound vibrations move at different speeds, have different wavelengths; and establish wave-like disturbances that emanate from the source.

S:PS2:6:3.4. Energy: Students will explain that heat energy moves from warmer materials or regions to cooler ones through conduction, convection, and radiation.

NH.PS3. Physical Science: The motion of an object is affected by force.

S:PS3:6:1.3. Forces: Students will describe the relationship between the strength of a force on an object and the resulting effect, such as the greater the force, the greater the change in motion.

Newton's Laws of motionWhat is motion? Motion is the process of an object changing its place or its position. Motion is not speed. Speed is the rate an object changes position. Newton's law of motion. Read more...iWorksheets :4Study Guides :1Vocabulary :2

S:PS3:6:2.1. Motion: Students will explain the how balanced and unbalanced forces are related to an object's motion.

NH.CC.RST.6-8. Reading Standards for Literacy in Science and Technical Subjects

Integration of Knowledge and Ideas

RST.6-8.7. 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).

NH.CC.WHST.6-8. Writing Standards for Literacy in Science and Technical Subjects

Text Types and Purposes

WHST.6-8.1. Write arguments focused on discipline-specific content.

WHST.6-8.1(e) Provide a concluding statement or section that follows from and supports the argument presented.

WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

WHST.6-8.2(d) Use precise language and domain-specific vocabulary to inform about or explain the topic.

WHST.6-8.2(f) Provide a concluding statement or section that follows from and supports the information or explanation presented.

Production and Distribution of Writing

WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Standards

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