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Bones, muscles, and skin Eighth Grade Science
Climate Seventh Grade Science
The Digestive and nutrition Eighth Grade Science
Ecosystems, food chains and food webs Seventh Grade Science
Landforms, Rocks and soil Fifth Grade Science
Photosynthesis and Respiration Seventh Grade Science

California Standards for Sixth Grade Science

CA.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.
Energy and ecosystemsWorksheets :3Study Guides :1Vocabularies :3Interactions among living thingsWorksheets :3Study Guides :1Vocabularies :2The Digestive and nutritionWorksheets :3Study Guides :1Vocabularies :4Ecosystems, food chains and food websWorksheets :3Study Guides :1Vocabularies :5Chemical bondingFreeWorksheets :3Study Guides :1Vocabularies :1Chemical reactionsWorksheets :4Study Guides :1Vocabularies :1Protection, Reproduction and CooperationWorksheets :3Vocabularies :2Moving and Controlling the BodyWorksheets :3Vocabularies :3Providing Fuel and TransportationWorksheets :4Vocabularies :3Food Chains and Food WebsWorksheets :3Vocabularies :2Six Kingdoms of LifeWorksheets :3Vocabularies :3Plate TectonicsWorksheets :3Vocabularies :3Cell TransportWorksheets :2Vocabularies :2Work, Power & Simple MachinesWorksheets :3Vocabularies :2EarthquakesWorksheets :3Vocabularies :3Pond MicrolifeWorksheets :3Vocabularies :3Chromosomes, Genes and DNAWorksheets :3Vocabularies :3MitosisWorksheets :2Vocabularies :2The Study of HeredityWorksheets :2Vocabularies :2Our Solar SystemWorksheets :3Vocabularies :2Earth`s SurfaceWorksheets :3Vocabularies :3Properties and States of MatterWorksheets :4Vocabularies :3Earth`s ClimateWorksheets :3Vocabularies :3Photosynthesis and RespirationWorksheets :3Vocabularies :2RocksWorksheets :3Vocabularies :2VolcanoesWorksheets :3Vocabularies :3MeiosisWorksheets :3Vocabularies :3Forces and MotionWorksheets :3Vocabularies :2Energy: Forms and ChangesWorksheets :3Vocabularies :3SoundWorksheets :3Vocabularies :4Light and OpticsWorksheets :4Vocabularies :3Elements and the periodic tableWorksheets :3Vocabularies :2Chemical ReactionsWorksheets :3Vocabularies :3Atoms and Chemical BondingWorksheets :3Vocabularies :2What are Ecosystems?Worksheets :2Vocabularies :4All About EnergyWorksheets :2Vocabularies :4

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.

CA.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.

CA.ES. Focus on Earth Sciences

Ecology (Life Science)

ES.5. Organisms in ecosystems exchange energy and nutrients among themselves and with the environment. As a basis for understanding this concept:
ES.5.a. Students know energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis and then from organism to organism through food webs.
ES.5.b. Students know matter is transferred over time from one organism to others in the food web and between organisms and the physical environment.
ES.5.c. Students know populations of organisms can be categorized by the functions they serve in an ecosystem.
ES.5.d. Students know different kinds of organisms may play similar ecological roles in similar biomes.

Energy in the Earth System

ES.4. Many phenomena on Earth's surface are affected by the transfer of energy through radiation and convection currents. As a basis for understanding this concept:
ES.4.a. Students know the sun is the major source of energy for phenomena on Earth's surface; it powers winds, ocean currents, and the water cycle.
ES.4.b. Students know solar energy reaches Earth through radiation, mostly in the form of visible light.
ES.4.c. Students know heat from Earth's interior reaches the surface primarily through convection.
ES.4.d. Students know convection currents distribute heat in the atmosphere and oceans.
ES.4.e. Students know differences in pressure, heat, air movement, and humidity result in changes of weather.

Heat (Thermal Energy) (Physical Science)

ES.3. Heat moves in a predictable flow from warmer objects to cooler objects until all the objects are at the same temperature. As a basis for understanding this concept:
ES.3.a. Students know energy can be carried from one place to another by heat flow or by waves, including water, light and sound waves, or by moving objects.
ES.3.b. Students know that when fuel is consumed, most of the energy released becomes heat energy.
ES.3.c. Students know heat flows in solids by conduction (which involves no flow of matter) and in fluids by conduction and by convection (which involves flow of matter).
ES.3.d. Students know heat energy is also transferred between objects by radiation (radiation can travel through space).

Plate Tectonics and Earth's Structure

ES.1. Plate tectonics accounts for important features of Earth's surface and major geologic events. As a basis for understanding this concept:
ES.1.a. Students know evidence of plate tectonics is derived from the fit of the continents; the location of earthquakes, volcanoes, and midocean ridges; and the distribution of fossils, rock types, and ancient climatic zones.
ES.1.b. Students know Earth is composed of several layers: a cold, brittle lithosphere; a hot, convecting mantle; and a dense, metallic core.
ES.1.c. Students know lithospheric plates the size of continents and oceans move at rates of centimeters per year in response to movements in the mantle.
ES.1.d. Students know that earthquakes are sudden motions along breaks in the crust called faults and that volcanoes and fissures are locations where magma reaches the surface.
ES.1.e. Students know major geologic events, such as earthquakes, volcanic eruptions, and mountain building, result from plate motions.
ES.1.g. Students know how to determine the epicenter of an earthquake and know that the effects of an earthquake on any region vary, depending on the size of the earthquake, the distance of the region from the epicenter, the local geology, and the type of construction in the region.

Resources

ES.6. Sources of energy and materials differ in amounts, distribution, usefulness, and the time required for their formation. As a basis for understanding this concept:
ES.6.a. Students know the utility of energy sources is determined by factors that are involved in converting these sources to useful forms and the consequences of the conversion process.
ES.6.b. Students know different natural energy and material resources, including air, soil, rocks, minerals, petroleum, fresh water, wildlife, and forests, and know how to classify them as renewable or nonrenewable.

Shaping Earth's Surface

ES.2. Topography is reshaped by the weathering of rock and soil and by the transportation and deposition of sediment. As a basis for understanding this concept:
ES.2.a. Students know water running downhill is the dominant process in shaping the landscape, including California's landscape.
ES.2.b. Students know rivers and streams are dynamic systems that erode, transport sediment, change course, and flood their banks in natural and recurring patterns.
ES.2.c. Students know beaches are dynamic systems in which the sand is supplied by rivers and moved along the coast by the action of waves.
ES.2.d. Students know earthquakes, volcanic eruptions, landslides, and floods change human and wildlife habitats.

CA.IE. Investigation and Experimentation

IE.7. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:

IE.7.b. Select and use appropriate tools and technology (including calculators, computers, balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and display data.
IE.7.d. Communicate the steps and results from an investigation in written reports and oral presentations.
IE.7.f. Read a topographic map and a geologic map for evidence provided on the maps and construct and interpret a simple scale map.
IE.7.g. Interpret events by sequence and time from natural phenomena (e.g., the relative ages of rocks and intrusions).

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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