Holidays

What's New: Science Worksheets and Study Guides

World HolidaysHalloween
Weather Kindergarten Science
Weather Kindergarten Science
All About Me Kindergarten Science
All About Plants Kindergarten Science
All About Me Kindergarten Science
Weather Kindergarten Science

Louisiana Standards for Sixth Grade Science

LA.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.

LA.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.

LA.ESS-M. Earth and Space Science: The students will develop an understanding of the properties of earth materials, the structure of the Earth system, the Earth's history, and the Earth's place in the universe.

ESS-M-A1. Structure of the Earth: understanding that the Earth is layered by density with an inner and outer core, a mantle, and a thin outer crust. (1)

ESS-M-A10. Structure of the Earth: explaining (illustrating) how water circulates -- on and through the crust, in the oceans, and in the atmosphere -- in the water cycle. (1, 4)

ESS-M-A11. Structure of the Earth: understanding that the atmosphere interacts with the hydrosphere to affect weather and climate conditions. (1, 4)

ESS-M-A12. Structure of the Earth: predicting weather patterns through use of a weather map. (1, 2, 3, 4, 5)

ESS-M-A2. Structure of the Earth: understanding that the Earth's crust and solid upper mantle are dividing plates that move in response to convection currents (energy transfers) in the mantle. (1)

ESS-M-A3. Structure of the Earth: investigating the characteristics of earthquakes and volcano's and identifying zones where they may occur. (2, 3, 4)

ESS-M-A4. Structure of the Earth: investigating how soils are formed from weathered rock and decomposed organic material. (2, 3, 4)

ESS-M-A5. Structure of the Earth: identifying the characteristics and uses of minerals and rocks and recognizing that rocks are mixtures of minerals. (2, 3, 4)

ESS-M-A6. Structure of the Earth: explaining the processes involved in the rock cycle. (1, 4)

ESS-M-A7. Structure of the Earth: modeling how landforms result from the interaction of constructive and destructive forces. (1, 2, 3, 4)

ESS-M-A8. Structure of the Earth: identifying the man-made and natural causes of coastal erosion and the steps taken to combat it. (1, 2, 3, 4, 5)

ESS-M-A9. Structure of the Earth: compare and contrast topographic features of the ocean floor to those formed above sea level. (2, 3, 4)

ESS-M-B1. Earth History: investigating how fossils show the development of life over time. (2, 3, 4)

ESS-M-B2. Earth History: devising a model that demonstrates supporting evidence that the Earth has existed for a vast period of time. (1, 2, 3, 4)

ESS-M-B3. Earth History: understanding that earth processes such as erosion and weathering affect the Earth today and are similar to those which occurred in the past. (1, 2, 3, 4)

ESS-M-C1. Earth in the Solar System: identifying the characteristics of the sun and other stars. (1, 2, 3, 4)

ESS-M-C2. Earth in the Solar System: comparing and contrasting the celestial bodies in our solar system. (2, 4)

ESS-M-C3. Earth in the Solar System: investigating the force of gravity and the ways gravity governs motion in the solar system and objects on Earth. (2, 3, 4)

ESS-M-C4. Earth in the Solar System: modeling the motions of the Earth-moon-sun system to explain day and night, a year, eclipses, moon phases, and tides. (1, 2, 3, 4)

ESS-M-C5. Earth in the Solar System: modeling the position of the Earth in relationship to other objects in the solar system. (1, 2, 3, 4)

ESS-M-C6. Earth in the Solar System: modeling and describing how radiant energy from the sun affects phenomena on the Earth's surface, such as winds, ocean currents, and the water cycle. (1, 2, 3, 4)

ESS-M-C7. Earth in the Solar System: modeling and explaining how seasons result from variations in amount of the sun's energy hitting the surface due to the tilt of Earth's rotation on its axis and the length of the day. (1, 2, 3, 4)

ESS-M-C8. Earth in the Solar System: understanding that space exploration is an active area of scientific and technological research and development. (1, 5)

LA.LS-M. Life Science: The students will become aware of the characteristics and life cycles of organisms and understand their relationships to each other and to their environment.

LS-M-A1. Structure and function In Living Systems: describing the observable components and functions of a cell, such as the cell membrane, nucleus, and movement of molecules into and out of cells. (1)

LS-M-A2. Structure and function In Living Systems: comparing and contrasting the basic structures and functions of different plant and animal cells. (1, 2, 3, 4)

LS-M-A3. Structure and function In Living Systems: observing and analyzing the growth and development of selected organisms, including a seed plant, an insect with complete metamorphosis, and an amphibian. (1, 2, 3, 4)

LS-M-A4. Structure and function In Living Systems: describing the basic processes of photosynthesis and respiration and their importance to life. (1, 4, 5)

LS-M-A5. Structure and function In Living Systems: investigating human body systems and their functions (including circulatory, digestive, skeletal, respiratory). (1, 3, 4)

LS-M-A6. Structure and function In Living Systems: describing how the human body changes with age and listing factors that affect the length and quality of life. (1, 2, 3, 4, 5)

LS-M-A7. Structure and function In Living Systems: describing communicable and noncommunicable diseases. (1, 2, 3, 4, 5)

LS-M-B1. Reproduction and Heredity: describing the importance of body cell division (mitosis) and sex cell production (meiosis). (1, 4)

LS-M-B2. Reproduction and Heredity: describing the role of chromosomes and genes in heredity. (1, 4)

LS-M-B3. Reproduction and Heredity: describing how heredity allows parents to pass certain traits to offspring. (1, 4)

LS-M-C1. Populations and Ecosystems: constructing and using classification systems based on the structure of organisms. (1, 2, 3, 4)

LS-M-C2. Populations and Ecosystems: modeling and interpreting food chains and food webs. (1, 2, 3, 4)

LS-M-C3. Populations and Ecosystems: investigating major ecosystems and recognizing physical properties and organisms within each. (1, 2, 3, 4, 5)

LS-M-C4. Populations and Ecosystems: explaining the interaction and interdependence of nonliving and living components within ecosystems. (1, 2, 3, 4, 5)

LS-M-D1. Adaptations of Organisms: describing the importance of plant and animal adaptation, including local examples. (1, 3, 4, 5)

LS-M-D2. Adaptations of Organisms: explaining how some members of a species survive under changed environmental conditions. (1, 2, 3, 4, 5)

LA.PS-M. Physical Science: Students will develop an understanding of the characteristics and interrelationships of matter and energy in the physical world.

GLE-M-1. Grade Level Expectation: Properties and Changes of Properties in Matter: Measure and record the volume and mass of substances in metric system units (PS-M-A1)

GLE-M-10. Grade Level Expectation: Properties and Changes of Properties in Matter: Identify the average atomic masses of given elements using the periodic table (PS-M-A7)

GLE-M-12. Grade Level Expectation: Properties and Changes of Properties in Matter: Determine the effect of particle size of the same reactants on the rate of chemical reactions during a lab activity (e.g., powdered vs. solid forms) (PS-M-A8)

GLE-M-13. Grade Level Expectation: Properties and Changes of Properties in Matter: Use a variety of resources to identify elements and compounds in common substances (PS-M-A9)

GLE-M-14. Grade Level Expectation: Motions and Forces: Construct and analyze graphs that represent one-dimensional motion (i.e., motion in a straight line) and predict the future positions and speed of a moving object (PS-M-B1)

GLE-M-15. Grade Level Expectation: Motions and Forces: Explain why velocity is expressed in both speed and direction (PS-M-B1)

GLE-M-16. Grade Level Expectation: Motions and Forces: Compare line graphs of acceleration, constant speed, and deceleration (PS-M-B1)

GLE-M-17. Grade Level Expectation: Motions and Forces: Describe and demonstrate that friction is a force that acts whenever two surfaces or objects move past one another (PS-M-B2)

GLE-M-18. Grade Level Expectation: Motions and Forces: Explain how the resistance of materials affects the rate of electrical flow (PS-M-B2)

GLE-M-19. Grade Level Expectation: Motions and Forces: Identify forces acting on all objects (PS-M-B3)

GLE-M-2. Grade Level Expectation: Properties and Changes of Properties in Matter: Calculate the density of large and small quantities of a variety of substances (e.g., aluminum foil, water, copper, clay, rock) (PS-M-A1)

GLE-M-21. Grade Level Expectation: Motions and Forces: Determine the magnitude and direction of unbalanced (i.e., net) forces acting on an object (PS-M-B4)

GLE-M-22. Grade Level Expectation: Motions and Forces: Demonstrate that an object will remain at rest or move at a constant speed and in a straight line if it is not subjected to an unbalanced force (PS-M-B5) (PS-M-B3)

GLE-M-23. Grade Level Expectation: Motions and Forces: Predict the direction of a force applied to an object and how it will change the speed and direction of the object (PS-M-B5)

GLE-M-24. Grade Level Expectation: Transformations of Energy: Describe and give examples of how all forms of energy may be classified as potential or kinetic energy (PS-M-C1)

GLE-M-25. Grade Level Expectation: Transformations of Energy: Compare forms of energy (e.g., light, heat, sound, electrical, nuclear, mechanical) (PS-M-C1)

GLE-M-26. Grade Level Expectation: Transformations of Energy: Describe and summarize observations of the transmission, reflection, and absorption of sound, light, and heat energy (PS-M-C1)

GLE-M-27. Grade Level Expectation: Transformations of Energy: Explain the relationship between work input and work output by using simple machines (PS-M-C2)

GLE-M-28. Grade Level Expectation: Transformations of Energy: Explain the law of conservation of energy (PS-M-C2)

GLE-M-29. Grade Level Expectation: Transformations of Energy: Compare and/or investigate the relationships among work, power, and efficiency (PS-M-C2)

GLE-M-3. Grade Level Expectation: Properties and Changes of Properties in Matter: Construct models that replicate atomic structure for selected common elements from the periodic table (PS-M-A2)

GLE-M-30. Grade Level Expectation: Transformations of Energy: Trace energy transformations in a simple system (e.g., flashlight) (PS-M-C2)

GLE-M-31. Grade Level Expectation: Transformations of Energy: Compare types of electromagnetic waves (PS-M-C3)

GLE-M-32. Grade Level Expectation: Transformations of Energy: Identify and illustrate key characteristics of waves (e.g., wavelength, frequency, amplitude) (PS-M-C4)

GLE-M-33. Grade Level Expectation: Transformations of Energy: Predict the direction in which light will refract when it passes from one transparent material to another (e.g., from air to water, from prism to air) (PS-M-C4)

GLE-M-34. Grade Level Expectation: Transformations of Energy: Apply the law of reflection and law of refraction to demonstrate everyday phenomena (e.g., how light is reflected from tinted windows, how light is refracted by cameras, telescopes, eyeglasses) (PS-M-C4)

GLE-M-35. Grade Level Expectation: Transformations of Energy: Determine through experimentation whether light is reflected, transmitted, and/or absorbed by a given object or material (PS-M-C4)

GLE-M-36. Grade Level Expectation: Transformations of Energy: Explain the relationship between an object's color and the wavelength of light reflected or transmitted to the viewer's eyes (PS-M-C4)

GLE-M-37. Grade Level Expectation: Transformations of Energy: Compare how heat is transferred by conduction, convection, and radiation (PS-M-C5)

GLE-M-38. Grade Level Expectation: Transformations of Energy: Identify conditions under which thermal energy tends to flow from a system of higher energy to a system of lower energy (PS-M-C5)

GLE-M-4. Grade Level Expectation: Properties and Changes of Properties in Matter: Differentiate between the physical and chemical properties of selected substances (PS-M-A3)

GLE-M-40. Grade Level Expectation: Transformations of Energy: Identify heat energy gains and losses during exothermic and endothermic chemical reactions (PS-M-C7)

GLE-M-5. Grade Level Expectation: Properties and Changes of Properties in Matter: Compare physical and chemical changes (PS-M-A3)

GLE-M-6. Grade Level Expectation: Properties and Changes of Properties in Matter: Draw or model the movement of atoms in solid, liquid, and gaseous states (PS-M-A4)

GLE-M-7. Grade Level Expectation: Properties and Changes of Properties in Matter: Simulate how atoms and molecules have kinetic energy exhibited by constant motion (PS-M-A4)

GLE-M-8. Grade Level Expectation: Properties and Changes of Properties in Matter: Determine the temperatures at which water changes physical phases (e.g., freezing point, melting point, boiling point) (PS-M-A5)

GLE-M-9. Grade Level Expectation: Properties and Changes of Properties in Matter: Describe the properties of reactants and products of chemical reactions observed in the lab (PS-M-A6)

PS-M-A1. Properties and Changes of Properties in Matter: investigating, measuring, and communicating the properties of different substances which are independent of the amount of the substance. (1, 2, 3, 4)

PS-M-A2. Properties and Changes of Properties in Matter: understanding that all matter is made up of particles called atoms and that atoms of different elements are different. (2, 4)

PS-M-A3. Properties and Changes of Properties in Matter: grouping substances according to similar properties and/or behaviors. (4)

PS-M-A4. Properties and Changes of Properties in Matter: understanding that atoms and molecules are perpetually in motion. (4)

PS-M-A5. Properties and Changes of Properties in Matter: investigating the relationships among temperature, molecular motion, phase changes, and physical properties of matter. (2, 3)

PS-M-A6. Properties and Changes of Properties in Matter: investigating chemical reactions between different substances to discover that new substances formed may have new physical properties and do have new chemical properties. (2, 3, 4, 5)

PS-M-A7. Properties and Changes of Properties in Matter: understanding that during a chemical reaction in a closed system, the mass of the products is equal to that of the reactants. (2, 3, 4)

PS-M-A8. Properties and Changes of Properties in Matter: discovering and recording how factors such as temperature influence chemical reactions. (2)

PS-M-A9. Properties and Changes of Properties in Matter: identifying elements and compounds found in common foods, clothing, household materials, and automobiles. (1, 2, 3, 4, 5)

PS-M-B1. Motions and Forces: describing and graphing the motions of objects. (1, 2, 3)

PS-M-B2. Motions and Forces: recognizing different forces and describing their effects (gravity, electrical, magnetic). (1, 2)

PS-M-B3. Motions and Forces: understanding that, when an object is not being subjected to a force, it will continue to move at a constant speed and in a straight line. (2, 3, 4)

PS-M-B4. Motions and Forces: describing how forces acting on an object will reinforce or cancel one another, depending upon their direction and magnitude. (1, 2)

PS-M-B5. Motions and Forces: understanding that unbalanced forces will cause changes in the speed or direction of an object's motion. (2, 4)

PS-M-C1. Transformations of Energy: identifying and comparing the characteristics of different types of energy. (2, 3, 4)

PS-M-C2. Transformations of Energy: understanding the different kinds of energy transformations and the fact that energy can be neither destroyed nor created. (2, 3, 4)

PS-M-C3. Transformations of Energy: understanding that the sun is a major source of energy and that energy arrives at the Earth's surface as light with a range of wavelengths. (2, 3, 4)

PS-M-C4. Transformations of Energy: observing and describing the interactions of light and matter (reflection, refraction, absorption, transmission, scattering). (1, 2, 3, 4)

PS-M-C5. Transformations of Energy: investigating and describing the movement of heat and the effects of heat in objects and systems. (2, 3, 4)

PS-M-C7. Transformations of Energy: understanding that energy is involved in chemical reactions. (2, 4)

PS-M-C8. Transformations of Energy: comparing the uses of different energy resources and their effects upon the environment. (1, 2, 3, 4, 5)

LA.SE-M. Science and the Environment: In learning environmental science, students will develop an appreciation of the natural environment, learn the importance of environmental quality, and acquire a sense of stewardship. As consumers and citizens, they will be able to recognize how our personal, professional, and political actions affect the natural world.

GLE-M-42. Grade Level Expectation: Identify energy types from their source to their use and determine if the energy types are renewable, nonrenewable, or inexhaustible (SE-M-A6)

GLE-M-43. Grade Level Expectation: Explain how the use of different energy resources affects the environment and the economy (SE-M-A6)

GLE-M-44. Grade Level Expectation: Explain how an inexhaustible resource can be harnessed for energy production (SE-M-A6)

GLE-M-45. Grade Level Expectation: Describe methods for sustaining renewable resources (SE-M-A6)

GLE-M-46. Grade Level Expectation: Identify ways people can reuse, recycle, and reduce the use of resources to improve and protect the quality of life (SE-M-A6)

GLE-M-47. Grade Level Expectation: Illustrate how various technologies influence resource use in an ecosystem (e.g., forestry management, soil conservation, fishery improvement) (SE-M-A8)

SE-E-A6. Distinguishing between renewable and nonrenewable resources and understanding that nonrenewable natural resources are not replenished through the natural cycles and thus are strictly limited in quantity. (1, 2, 3, 4, 5)

SE-M-A1. Demonstrating knowledge that an ecosystem includes living and nonliving factors and that humans are an integral part of ecosystems. (1, 3, 4, 5)

SE-M-A10. Identifying types of soil erosion and preventive measures. (1, 2, 3, 4, 5)

SE-M-A3. Defining the concept of pollutant and describing the effects of various pollutants on ecosystems. (1, 2, 3, 4, 5)

SE-M-A4. Understanding that human actions can create risks and consequences in the environment. (1, 2, 3, 4, 5)

SE-M-A5. Tracing the flow of energy through an ecosystem and demonstrating a knowledge of the roles of producers, consumers, and decomposers in the ecosystem. (1, 2, 3, 4, 5)

SE-M-A7. Demonstrating knowledge of the natural cycles, such as the carbon cycle, nitrogen cycle, water cycle, and oxygen cycle. (1, 2, 4)

SE-M-A8. Investigating and analyzing how technology affects the physical, chemical, and biological factors in an ecosystem. (1, 2, 3, 4, 5)

LA.SI-M. Science as Inquiry: The students will do science by engaging in partial and full inquiries that are within their developmental capabilities.

GLE-M-10. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Identify the difference between description and explanation (SI-M-A4)

GLE-M-11. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Construct, use, and interpret appropriate graphical representations to collect, record, and report data (e.g., tables, charts, circle graphs, bar and line graphs, diagrams, scatter plots, symbols) (SI-M-A4)

GLE-M-12. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Use data and information gathered to develop an explanation of experimental results (SI-M-A4)

GLE-M-13. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Identify patterns in data to explain natural events (SI-M-A4)

GLE-M-14. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Develop models to illustrate or explain conclusions reached through investigation (SI-M-A5)

GLE-M-15. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Identify and explain the limitations of models used to represent the natural world (SI-M-A5)

GLE-M-16. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Use evidence to make inferences and predict trends (SI-M-A5)

GLE-M-17. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Recognize that there may be more than one way to interpret a given set of data, which can result in alternative scientific explanations and predictions (SI-M-A6)

GLE-M-18. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Identify faulty reasoning and statements that misinterpret or are not supported by the evidence (SI-M-A6)

GLE-M-19. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Communicate ideas in a variety of ways (e.g., symbols, illustrations, graphs, charts, spreadsheets, concept maps, oral and written reports, equations) (SI-M-A7)

GLE-M-21. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Distinguish between observations and inferences (SI-M-A7)

GLE-M-22. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Use evidence and observations to explain and communicate the results of investigations (SI-M-A7)

GLE-M-23. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Use relevant safety procedures and equipment to conduct scientific investigations (SI-M-A8)

GLE-M-26. Grade Level Expectation: Understanding Scientific Inquiry: Use and describe alternate methods for investigating different types of testable questions (SI-M-B1)

GLE-M-27. Grade Level Expectation: Understanding Scientific Inquiry: Recognize that science uses processes that involve a logical and empirical, but flexible, approach to problem solving (SI-M-B1)

GLE-M-29. Grade Level Expectation: Understanding Scientific Inquiry: Explain how technology can expand the senses and contribute to the increase and/or modification of scientific knowledge (SI-M-B3)

GLE-M-32. Grade Level Expectation: Understanding Scientific Inquiry: Explain the use of statistical methods to confirm the significance of data (e.g., mean, median, mode, range) (SI-M-B3)

GLE-M-33. Grade Level Expectation: Understanding Scientific Inquiry: Evaluate models, identify problems in design, and make recommendations for improvement (SI-M-B4)

GLE-M-35. Grade Level Expectation: Understanding Scientific Inquiry: Explain how skepticism about accepted scientific explanations (i.e., hypotheses and theories) leads to new understanding (SI-M-B5)

GLE-M-38. Grade Level Expectation: Understanding Scientific Inquiry: Explain that, through the use of scientific processes and knowledge, people can solve problems, make decisions, and form new ideas (SI-M-B6)

GLE-M-39. Grade Level Expectation: Understanding Scientific Inquiry: Identify areas in which technology has changed human lives (e.g., transportation, communication, geographic information systems, DNA fingerprinting) (SI-M-B7)

GLE-M-4. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Design, predict outcomes, and conduct experiments to answer guiding questions (SI-M-A2)

GLE-M-5. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Identify independent variables, dependent variables, and variables that should be controlled in designing an experiment (SI-M-A2)

GLE-M-6. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Select and use appropriate equipment, technology, tools, and metric system units of measurement to make observations (SI-M-A3)

GLE-M-7. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Record observations using methods that complement investigations (e.g., journals, tables, charts) (SI-M-A3)

SI-M-A2. The Abilities Necessary to do Scientific Inquiry: designing and conducting a scientific investigation. (1, 2, 3, 4, 5)

SI-M-A3. The Abilities Necessary to do Scientific Inquiry: using mathematics and appropriate tools and techniques to gather, analyze, and interpret data. (1, 2, 3, 4, 5)

SI-M-A4. The Abilities Necessary to do Scientific Inquiry: developing descriptions, explanations, and graphs using data. (1, 2, 3, 4)

SI-M-A5. The Abilities Necessary to do Scientific Inquiry: developing models and predictions using the relationships between data and explanations. (1, 2, 3, 4)

SI-M-A6. The Abilities Necessary to do Scientific Inquiry: comparing alternative explanations and predictions. (1, 3, 4)

SI-M-A7. The Abilities Necessary to do Scientific Inquiry: communicating scientific procedures, information, and explanations. (1, 3)

SI-M-A8. The Abilities Necessary to do Scientific Inquiry: utilizing safety procedures during scientific investigations. (3, 5)

SI-M-B2. Understanding Scientific Inquiry: communicating that current scientific knowledge guides scientific investigations. (1, 3, 4)

SI-M-B4. Understanding Scientific Inquiry: using data and logical arguments to propose, modify, or elaborate on principles and models. (1, 2, 3, 4)

SI-M-B6. Understanding Scientific Inquiry: communicating that scientific investigations can result in new ideas, new methods or procedures, and new technologies. (1, 3, 4)

SI-M-B7. Understanding Scientific Inquiry: understanding that scientific development/technology is driven by societal needs and funding. (4, 5)

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

21st Century Skills FrameworkAlabama Common Core StandardsAlabama StandardsAlaska StandardsArizona Common Core StandardsArizona StandardsArkansas Common Core StandardsArkansas StandardsCalifornia Common Core StandardsCalifornia StandardsColorado StandardsCommon Core State StandardsConnecticut Common Core StandardsConnecticut StandardsDelaware Common Core StandardsDelaware StandardsFlorida Common Core StandardsFlorida Standards (NGSSS)Georgia Common Core StandardsGeorgia StandardsHawaii Common Core StandardsHawaii StandardsIdaho Common Core StandardsIdaho StandardsIllinois Common Core StandardsIllinois StandardsIndiana Common Core StandardsIndiana StandardsIowa Common Core StandardsIowa Core StandardsKansas Common Core StandardsKansas StandardsKentucky Common Core StandardsKentucky StandardsLouisiana Common Core StandardsLouisiana StandardsMaine Common Core StandardsMaine StandardsMaryland Common Core StandardsMaryland StandardsMassachusetts Common Core StandardsMassachusetts StandardsMichigan Common Core StandardsMichigan StandardsMinnesota Common Core StandardsMinnesota StandardsMississippi Common Core StandardsMississippi StandardsMissouri Common Core StandardsMissouri StandardsMontana Common Core StandardsMontana StandardsNational STEM StandardsNebraska StandardsNevada Common Core StandardsNevada StandardsNew Hampshire Common Core StandardsNew Hampshire StandardsNew Jersey Common Core StandardsNew Jersey StandardsNew Mexico Common Core StandardsNew Mexico StandardsNew York Common Core StandardsNew York StandardsNext Generation Science StandardsNorth Carolina Common Core StandardsNorth Carolina StandardsNorth Dakota Common Core StandardsNorth Dakota StandardsOhio Common Core StandardsOhio StandardsOklahoma Common Core StandardsOklahoma StandardsOregon Common Core StandardsOregon StandardsPennsylvania Common Core StandardsPennsylvania StandardsRhode Island Common Core StandardsRhode Island StandardsSouth Carolina Common Core StandardsSouth Carolina StandardsSouth Dakota Common Core StandardsSouth Dakota StandardsTennessee Common Core StandardsTennessee StandardsTexas TEKS StandardsU.S. National StandardsUtah Common Core StandardsUtah StandardsVermont Common Core StandardsVermont StandardsVirgin Islands Common Core StandardsVirginia StandardsWashington Common Core StandardsWashington DC Common Core StandardsWashington DC StandardsWashington StandardsWest Virginia Common Core StandardsWest Virginia StandardsWisconsin Common Core StandardsWisconsin StandardsWyoming Common Core StandardsWyoming Standards