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Living and Nonliving Kindergarten Science
Living and Nonliving Kindergarten Science
Whole Numbers Kindergarten Math
Story Problems Second Grade Math
How long? Kindergarten Math
Vowel Sounds Kindergarten English Language Arts
Patterns First Grade Math

Arizona Standards for Sixth Grade Science

Birds and MammalsWorksheets: 4Study Guides: 1Vocabulary: 5Earth's energy resourcesWorksheets: 3Study Guides: 1Vocabulary: 1ElectricityWorksheets: 4Study Guides: 1Vocabulary: 2ElectromagnetismWorksheets: 3Study Guides: 1Vocabulary: 1Fishes, Amphibians, and ReptilesWorksheets: 4Study Guides: 1Vocabulary: 5Genetics - Study of HeredityWorksheets: 3Study Guides: 1Vocabulary: 8Groundwater ResourcesWorksheets: 3Study Guides: 1Vocabulary: 1Introduction to AnimalsWorksheets: 3Study Guides: 1Vocabulary: 4MagnetismWorksheets: 4Study Guides: 1Vocabulary: 1Maps as models of the earth/Contour modelsWorksheets: 3Study Guides: 1Vocabulary: 4Mollusks, Arthropods and EchinodermsWorksheets: 4Study Guides: 1Vocabulary: 7Our impact on earthWorksheets: 3Study Guides: 1Vocabulary: 1Plant reproductionWorksheets: 3Study Guides: 1Vocabulary: 1RocksWorksheets: 4Study Guides: 1Vocabulary: 3Solids, liquids and gasesWorksheets: 3Study Guides: 1Vocabulary: 1Sponges, Cnidarians and WormsWorksheets: 4Study Guides: 1Vocabulary: 4Studying and exploring spaceWorksheets: 3Study Guides: 1Vocabulary: 4

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

Craft and Structure

RST.6-8.4. 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.

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).
RST.6-8.9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

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

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.

Research to Build and Present Knowledge

WHST.6-8.7. 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.

Text Types and Purposes

WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
WHST.6-8.2(a) 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.
WHST.6-8.2(f) Provide a concluding statement or section that follows from and supports the information or explanation presented.

AZ.SC06-S1. Inquiry Process

SC06-S1C1. Observations, Questions, and Hypotheses: Formulate predictions, questions, or hypotheses based on observations. Locate appropriate resources.

SC06-S1C1-01. Differentiate among a question, hypothesis, and prediction.

SC06-S1C2. Scientific Testing (Investigating and Modeling): Design and conduct controlled investigations.

SC06-S1C2-01. Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, organisms) in all science inquiry.
SC06-S1C2-02. Design an investigation to test individual variables using scientific processes.
SC06-S1C2-03. Conduct a controlled investigation using scientific processes.
SC06-S1C2-04. Perform measurements using appropriate scientific tools (e.g., balances, microscopes, probes, micrometers) (See M06-S4C4-02).
SC06-S1C2-05. Keep a record of observations, notes, sketches, questions, and ideas using tools such as written and/or computer logs. (See W06-S3C2-01 and W06-S3C3-01).

SC06-S1C3. Analysis and Conclusions: Analyze and interpret data to explain correlations and results; formulate new questions.

SC06-S1C3-01. Analyze data obtained in a scientific investigation to identify trends (See M06-S2C1-03) .
SC06-S1C3-03. Evaluate the observations and data reported by others.
SC06-S1C3-05. Analyze the results from previous and/or similar investigations to verify the results of the current investigation.

SC06-S1C4. Communication: Communicate results of investigations.

SC06-S1C4-01. Choose an appropriate graphic representation for collected data: line graph; double bar graph; stem and leaf plot; histogram (See M06-S2C1-02).
SC06-S1C4-02. Display data collected from a controlled investigation. (See M06-S2C1-02) .
SC06-S1C4-03. Communicate the results of an investigation with appropriate use of qualitative and quantitative information. (See W06-S3C2-01) .
SC06-S1C4-05. Communicate the results and conclusion of the investigation. (See W06-S3C6-02).

AZ.SC06-S2. History and Nature of Science

SC06-S2C1. History of Science as a Human Endeavor: Identify individual, cultural, and technological contributions to scientific knowledge.

SC06-S2C1-01. Identify how diverse people and/or cultures, past and present, have made important contributions to scientific innovations (e.g., Jacques Cousteau , supports Strand 4; William Beebe [scientist], supports Strand 4; Thor Heyerdahl [anthropologist], supports Strand 6).
SC06-S2C1-02. Describe how a major milestone in science or technology has revolutionized the thinking of the time (e.g., Cell Theory, sonar, SCUBA, underwater robotics).
SC06-S2C1-03. Analyze the impact of a major scientific development occurring within the past decade.

SC06-S2C2. Nature of Scientific Knowledge: Understand how science is a process for generating knowledge.

SC06-S2C2-01. Describe how science is an ongoing process that changes in response to new information and discoveries.
SC06-S2C2-02. Describe how scientific knowledge is subject to change as new information and/or technology challenges prevailing theories.

AZ.SC06-S3. Science in Personal and Social Perspectives

SC06-S3C1. Changes in Environments: Describe the interactions between human populations, natural hazards, and the environment.

SC06-S3C1-01. Evaluate the effects of the following natural hazards: Sandstorm; hurricane; tornado; ultraviolet light; lightning-caused fire.
SC06-S3C1-02. Describe how people plan for, and respond to, the following natural disasters: Drought; flooding; tornadoes.

SC06-S3C2. Science and Technology in Society: Develop viable solutions to a need or problem.

SC06-S3C2-01. Propose viable methods of responding to an identified need or problem. .
SC06-S3C2-02. Compare possible solutions to best address an identified need or problem.
SC06-S3C2-03. Design and construct a solution to an identified need or problem using simple classroom materials.

AZ.SC06-S4. Life Science

SC06-S4C1. Structure and Function in Living Systems: Understand the relationships between structures and functions of organisms.

SC06-S4C1-01. Explain the importance of water to organisms.
SC06-S4C1-02. Describe the basic structure of a cell, including: cell wall; cell membrane; nucleus.
SC06-S4C1-03. Describe the function of each of the following cell parts: cell wall; cell membrane; nucleus.
SC06-S4C1-04. Differentiate between plant and animal cells.
SC06-S4C1-05. Explain the hierarchy of cells, tissues, organs, and systems.
SC06-S4C1-06. Relate the following structures of living organisms to their functions: Animals: respiration - gills, lungs; digestion - stomach, intestines; circulation - heart, veins, arteries, capillaries; locomotion - muscles, skeleton; Plants: transpiration - stomata, roots, xylem, phloem; absorption - roots, xylem, phloem; response to stimulus (phototropism, hydrotropism, geotropism) - roots, xylem, phloem.
SC06-S4C1-07. Describe how the various systems of living organisms work together to perform a vital function: respiratory and circulatory; muscular and skeletal; digestive and excretory.

SC06-S4C3. Populations of Organisms in an Ecosystem: Analyze the relationships among various organisms and their environment.

SC06-S4C3-01. Explain that sunlight is the major source of energy for most ecosystems. (See Strand 5 Concept 3 and Strand 6 Concept 2).

AZ.SC06-S5. Physical Science

SC06-S5C3. Transfer of Energy: Understand that energy can be stored and transferred.

SC06-S5C3-02. Identify several ways in which energy may be stored.
SC06-S5C3-03. Compare the following ways in which energy may be transformed: mechanical to electrical; electrical to thermal.
SC06-S5C3-04. Explain how thermal energy (heat energy) can be transferred by: Conduction; convection; radiation.

AZ.SC06-S6. Earth and Space Science

SC06-S6C1. Structure of the Earth: Describe the composition and interactions between the structure of the Earth and its atmosphere.

SC06-S6C1-01. Describe the properties and the composition of the layers of the atmosphere.
SC06-S6C1-03. Explain the composition, properties, and structures of the oceans' zones and layers.
SC06-S6C1-04. Analyze the interactions between the Earth's atmosphere and the Earth's bodies of water (water cycle).
SC06-S6C1-05. Describe ways scientists explore the Earth's atmosphere and bodies of water. (See Strand 2 Concept 1).

SC06-S6C2. Earth's Processes and Systems: Understand the processes acting on the Earth and their interaction with the Earth systems.

SC06-S6C2-01. Explain how water is cycled in nature.
SC06-S6C2-02. Identify the distribution of water within or among the following: Atmosphere; lithosphere; hydrosphere.
SC06-S6C2-03. Analyze the effects that bodies of water have on the climate of a region.
SC06-S6C2-04. Analyze the following factors that affect climate: ocean currents; elevation; location.
SC06-S6C2-05. Analyze the impact of large-scale weather systems on the local weather.
SC06-S6C2-06. Create a weather system model that includes: the Sun; the atmosphere; bodies of water.

NewPath Learning resources are fully aligned to US Education Standards. Select a standard below to view correlations to your selected resource:

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