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Living and Nonliving Kindergarten Science
Living and Nonliving Kindergarten Science
Assessment Kindergarten Math
Shapes First Grade Math
Same & Different Sounds Kindergarten English Language Arts
Symmetry First Grade Math
Whole Numbers Kindergarten Math

Connecticut Standards for Sixth Grade Science

Birds and MammalsWorksheets: 4Study Guides: 1Vocabulary: 5Cells: The Basic Units of LifeWorksheets: 3Study Guides: 1Vocabulary: 4Diversity of lifeWorksheets: 3Study Guides: 1Vocabulary: 4ElectricityWorksheets: 4Study Guides: 1Vocabulary: 2ElectromagnetismWorksheets: 3Study Guides: 1Vocabulary: 1Fishes, Amphibians, and ReptilesWorksheets: 4Study Guides: 1Vocabulary: 5Genetics - Study of HeredityWorksheets: 3Study Guides: 1Vocabulary: 8Introduction to AnimalsWorksheets: 3Study Guides: 1Vocabulary: 4Introduction to earth scienceWorksheets: 3Study Guides: 1Vocabulary: 1Introduction to matterWorksheets: 3Study Guides: 1Vocabulary: 2MagnetismWorksheets: 4Study Guides: 1Vocabulary: 1Maps as models of the earth/Contour modelsWorksheets: 3Study Guides: 1Vocabulary: 4Mollusks, Arthropods and EchinodermsWorksheets: 4Study Guides: 1Vocabulary: 7Plant reproductionWorksheets: 3Study Guides: 1Vocabulary: 1Solids, liquids and gasesWorksheets: 3Study Guides: 1Vocabulary: 1Sponges, Cnidarians and WormsWorksheets: 4Study Guides: 1Vocabulary: 4Studying and exploring spaceWorksheets: 3Study Guides: 1Vocabulary: 4

CT.6.1. Properties of Matter: Materials can be classified as pure substances or mixtures, depending on their chemical and physical properties. a) Mixtures are made of combinations of elements and/or compounds, and they can be separated by using a variety of physical means. b) Pure substances can be either elements or compounds, and they cannot be broken down by physical means.

6.1.1. Describe the structure of the atom and its component parts.

6.1.2. Explain that density (mass/volume) is a characteristic property that can be used to identify an element or substance.

6.1.3. Compare and contrast the properties of a metal (aluminum, iron, etc.) with a nonmetal (oxygen, carbon, etc.)

6.1.4. Illustrate the differences in the physical and chemical properties of a molecule and the individual atoms that bonded to form that molecule.

6.1.5. Differentiate between a mixture and an element or compound and identify examples.

6.1.7. Use the patterns in the Periodic Table to locate metals, semimetals and nonmetals and to predict the general characteristics of an element.

CT.6.2. Matter and Energy in Ecosystems: An ecosystem is composed of all the populations that are living in a certain space and the physical factors with which they interact. a) Populations in ecosystems are affected by biotic factors, such as other populations, and abiotic factors, such as soil and water supply. b) Populations in ecosystems can be categorized as producers, consumers and decomposers of organic matter.

6.2.1. Analyze and interpret how biotic and abiotic factors interact within a given ecosystem.

6.2.3. Defend the statement, ''The sun is the main source of energy on Earth.''

6.2.4. Express in general terms how plants and other photosynthetic organisms use the sun's energy.

6.2.5. Investigate and report on the effects of abiotic factors on a plant's ability to photosynthesize.

6.2.6. Compare and contrast how energy and matter flow in a Connecticut ecosystem, emphasizing the interactions among producers, consumers and decomposers.

6.2.7. Identify local examples of predator-prey relationships and justify the impact of each type of population on the other.

6.2.9. Distinguish a food chain from a food web and identify local examples of each.

CT.6.3. Energy in the Earth's Systems: Variations in the amount of the sun's energy hitting the Earth's surface affect daily and seasonal weather patterns. a) Local and regional weather are affected by the amount of solar energy the area receives and proximity to a large body of water.

6.3.1. Compare the composition and structure of the Earth's atmospheric layers.

6.3.10. Design a weather forecast based on collected weather data.

6.3.2. Demonstrate how changes in temperature, pressure, moisture and density of air affect weather patterns (e.g., air masses and air pressure.)

6.3.3. Describe in writing how solar energy drives Earth's weather systems.

6.3.5. Illustrate the transfer of energy as matter changes phase.

6.3.6. Design, conduct and report in writing an investigation that reveals different substances absorb and release heat at different rates.

6.3.7. Research and give examples of heat transfer and local weather differences in Connecticut.

6.3.8. Investigate and explain the movement of local winds, including ''sea breezes'' and ''land breezes,'' based on the uneven heating of the Earth's surface and a change in air pressure.

6.3.9. Examine and explain that global winds are caused by uneven heating of the Earth's surface and the rotation of the Earth.

CT.6.4. Science and Technology in Society: Water moving across and through earth materials carries with it the products of human activities. a) Most precipitation that falls on Connecticut eventually reaches Long Island Sound.

6.4.2. Observe, analyze and record the unique physical and chemical properties of water.

6.4.3. Research the differences in quantities between fresh water (solid and liquid) and salt water covering the Earth's surface and report on the impact to humans.

6.4.4. Investigate and explain in writing how substances, both harmful and beneficial, dissolve in and are carried by surface and ground water.

6.4.6. Research and evaluate in writing the effects of common point and nonpoint water pollutants in Connecticut.

6.4.8. Debate the effectiveness of a law designed to protect water resources.

CT.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.

CT.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.

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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