What's New: Worksheets and Study Guides

American Symbols & HolidaysMemorial Day
Living and Nonliving Kindergarten Science
Living and Nonliving Kindergarten Science
Relative Position First Grade Math
Whole Numbers Kindergarten Math
Telling Time First Grade Math
Family Tree Kindergarten Social Studies

Mississippi Standards for Sixth Grade Science

Birds and MammalsWorksheets: 4Study Guides: 1Vocabulary: 5Diversity of lifeWorksheets: 3Study Guides: 1Vocabulary: 4ElectromagnetismWorksheets: 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: 1MagnetismWorksheets: 4Study Guides: 1Vocabulary: 1Maps as models of the earth/Contour modelsWorksheets: 3Study Guides: 1Vocabulary: 4Mollusks, Arthropods and EchinodermsFreeWorksheets: 4Study Guides: 1Vocabulary: 7Plant ProcessesWorksheets: 4Study Guides: 1Vocabulary: 2RocksWorksheets: 4Study Guides: 1Vocabulary: 3Sponges, Cnidarians and WormsWorksheets: 4Study Guides: 1Vocabulary: 4Studying and exploring spaceWorksheets: 3Study Guides: 1Vocabulary: 4

MS.1. Inquiry: Conduct a scientific investigation utilizing appropriate process skills.

1.b. Distinguish between qualitative and quantitative observations and make inferences based on observations. (DOK 3)

1.c. Use simple tools and resources to gather and compare information (using standard, metric, and non-standard units of measurement). (DOK 1)

1.c.1. Tools (e.g., English rulers , metric rulers [to the nearest millimeter], thermometers, scales, hand lenses, microscopes, balances, clocks, calculators, anemometers, rain gauges, barometers, hygrometers, telescopes, compasses, spring scales)
1.c.2. Types of data (e.g., linear measures, mass, volume, temperature, time, area, perimeter)

1.d. Analyze data collected from a scientific investigation to construct explanations and draw conclusions. (DOK 3)

1.e. Communicate scientific procedures and conclusions using diagrams, charts, tables, graphs, maps, written explanations, and/or scientific models. (DOK 2)

1.g. Infer explanations for why scientists might draw different conclusions from a given set of data. (DOK 2)

1.h. Recognize and analyze alternative explanations and predictions. (DOK 2)

MS.2. Physical Science: Analyze chemical and physical changes and interactions involving energy and forces that affect motion of objects.

2.a. Recognize that atoms of a given element are all alike but atoms of other elements have different atomic structures. (DOK 1)

2.b. Distinguish physical properties of matter (e.g., melting points, boiling points, solubility) as it relates to changes in states. (DOK 2)

2.b.1. Between solids, liquids, and gases through models that relate matter to particles in motion
2.b.2. Solubility in water of various solids to activities (e.g., heating, stirring, shaking, crushing) on the rate of solution

2.c. Investigate and describe the effects of forces acting on objects. (DOK 2)

2.c.1. Gravity, friction, magnetism, drag, lift, and thrust
2.c.2. Forces affecting the motion of objects

2.d. Investigate the mechanical and chemical forms of energy and demonstrate the transformations from one form to another. (DOK 2)

2.d.2. Mechanical energy transformed to another form of energy (e.g., vibrations, heat through friction)
2.d.3. Chemical energy transformed to another form of energy (e.g., light wands, lightning bugs, batteries, bulbs)

2.e. Apply the laws of reflection and refraction to explain everyday phenomena. (DOK 2)

2.e.1. Properties of reflection, refraction, transmission, and absorption of light
2.e.2. Images formed by plane, convex, and concave lenses and mirrors, and reflecting and refracting telescopes
2.e.3. Objects that are opaque, transparent, or translucent

2.g. Predict and explain factors that affect the flow of heat in solids, liquids, and gases. (DOK 3)

2.g.1. Insulating factors in real life applications (e.g., building, construction, clothing, animal covering)
2.g.2. Conduction, convection, or radiation factors used to enhance the flow of heat
2.g.3. Temperature differences on the movement of water

MS.3. Life Science: Explain the organization of living things, the flow of matter and energy through ecosystems, the diversity and interactions among populations, and the natural and human-made pressures that impact the environment.

3.a. Describe and predict interactions (among and within populations) and the effects of these interactions on population growth to include the effects on available resources. (DOK 2)

3.a.1. How cooperation, competition and predation affect population growth
3.a.3. How natural selection acts on a population of organisms in a particular environment via enhanced reproductive success

3.b. Compare and contrast structure and function in living things to include cells and whole organisms. (DOK 2)

3.b.1. Hierarchy of cells, tissues, organs, and organ systems to their functions in an organism
3.b.2. Function of plant and animal cell parts (vacuoles, nucleus, cytoplasm, cell membrane, cell wall, chloroplast)
3.b.3. Vascular and nonvascular plants, flowering and non-flowering plants, deciduous and coniferous trees

3.c. Distinguish between the organization and development of humans to include the effects of disease. (DOK 2)

3.c.1. How systems work together (e.g., respiratory, circulatory)
3.c.2. Fertilization, early cell division, implantation, embryonic and fetal development, infancy, childhood, adolescence, adulthood, and old age
3.c.3. Common diseases caused by microorganisms (e.g., bacteria, viruses, malarial parasites)

3.d. Describe and summarize how an egg and sperm unite in the reproduction of angiosperms and gymnosperms. (DOK 1)

3.d.1. The path of the sperm cells to the egg cell in the ovary of a flower
3.d.2. The structures and functions of parts of a seed in the formation of a plant and of fruits
3.d.3. How the combination of sex cells results in a new combination of genetic information different from either parent

3.e. Construct a diagram of the path of solar energy through food webs that include humans and explain how the organisms relate to each other. (DOK 2)

3.e.1. Autotrophs and heterotrophs, producers, consumers and decomposers
3.e.2. Predator/prey relationships, competition, symbiosis, parasitism, commensalism

MS.4. Earth and Space Science: Establish connections among Earth's layers including the lithosphere, hydrosphere, and atmosphere.

4.a. Compare and contrast the relative positions and components of the Earth's crust (e.g., mantle, liquid and solid core, continental crust, oceanic crust). (DOK 1)

4.b. Draw conclusions about historical processes that contribute to the shaping of planet Earth. (DOK 3)

4.b.1. Movements of the continents through time
4.b.2. Continental plates, subduction zones, trenches, etc.

4.c. Analyze climate data to draw conclusions and make predictions. (DOK 2)

4.d. Summarize the causes and effects of pollution on people and the environment (e.g., air pollution, ground pollution, chemical pollution) and justify how and why pollution should be minimized. (DOK 1)

4.e. Explain the daily and annual changes in the Earth's rotation and revolution. (DOK 2)

4.e.1. How the positions of the moon and the sun affect tides
4.e.2. The phases of the moon (e.g., new, crescent, half, gibbous, full, waxing, waning)

4.f. Differentiate between objects in the universe (e.g., stars, moons, solar systems, asteroids, galaxies). (DOK 1)

4.g. Research and cite evidence of current resources in Earth's systems. (DOK 3)

4.g.1. Resources such as fuels, metals, fresh water, wetlands, and farmlands
4.g.3. Factors that contribute to and result from runoff (e.g., water cycle, groundwater, drainage basin (watershed)

MS.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.

MS.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.

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