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What's New: Science Worksheets and Study Guides

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Bacteria and Viruses Seventh Grade Science
All About Energy Third Grade Science
Motion Seventh Grade Science
Ecosystems and changes in ecosystems Fourth Grade Science
Bacteria and Viruses Seventh Grade Science
Hands-on Lab Skills/Science Inquiry - 3rd grade Third Grade Science

New Hampshire Standards for Sixth Grade Science

NH.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.

NH.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.

NH.ESS1. Earth Space Science: The Earth and Earth materials, as we know them today, have developed over long periods of time, through constant change processes.

S:ESS1:6:1.1. Atmosphere, Climate, and Weather: Students will describe and make predictions about local and regional weather conditions using observation and data collection methods.

S:ESS1:6:1.2. Atmosphere, Climate, and Weather: Students will identify weather patterns by tracking weather related events, such as hurricanes.

S:ESS1:6:1.3. Atmosphere, Climate, and Weather: Students will explain the composition and structure of the Earth's atmosphere.

S:ESS1:6:1.4. Atmosphere, Climate, and Weather: Students will describe weather in terms of temperature, wind speed and direction, precipitation, and cloud cover.

S:ESS1:6:1.5. Atmosphere, Climate, and Weather: Students will describe how clouds affect weather and climate, including precipitation, reflecting light from the sun, and retaining heat energy emitted from the Earth's surface.

S:ESS1:6:2.1. Composition and Features: Students will differentiate between renewable and non-renewable resources.

S:ESS1:6:2.3. Composition and Features: Students will identify and distinguish between various landforms using a map and/or digital images.

S:ESS1:6:3.1. Fossils: Students will recognize that fossils offer important evidence relating to changes in life forms and environmental conditions over geologic time.

S:ESS1:6:3.2. Fossils: Students will recognize identify connections between fossil evidence and geological events, such as changes in atmospheric composition, movement of tectonic plates, and asteroid/comet impact; and develop a means of sequencing this evidence.

S:ESS1:6:4.2. Observation of the Earth from Space: Students will explain that satellites can be used to view and track storms and Earth events, such as hurricanes and wild fires.

S:ESS1:6:5.2. Processes and Rates of Change: Students will explain how some changes to the Earth's surface happen abruptly, as a result of landslides, earthquakes and volcanic eruptions; while other changes happen very slowly as a result of weathering, erosions and deposition of sediment caused by waves, wind, water and ice.

S:ESS1:6:5.3. Processes and Rates of Change: Students will recognize that vibrations in materials set up wavelike disturbances that spread away from the source, as with earthquakes.

S:ESS1:6:6.1. Rock Cycle: Students will explain how soil is formed from combinations of weathered rock and decomposed plant and animal remains, and that it contains living organisms.

S:ESS1:6:6.2. Rock Cycle: Students will identify the components of soil and other factors, such as bacteria, fungi and worms, which influence its texture, fertility, and resistance to erosion.

S:ESS1:6:7.1. Water: Students will explain the properties that make water an essential component of the Earth's system, including solvency and its ability to maintain a liquid state at most temperatures.

S:ESS1:6:7.2. Water: Students will explain that water quality has a direct effect on Earth's life forms.

S:ESS1:6.6.3. Rock Cycle: Students will describe the properties of soil, such as color, texture, capacity to retain water, and its ability to support plant life.

NH.ESS2. Earth Space Science: The Earth is part of a solar system, made up of distinct parts, which have temporal and spatial interrelationships.

S:ESS2:6:1.1. Earth, Sun, and Moon: Students will recognize and describe how the regular and predictable motions of the Earth and Moon explain certain Earth phenomena, such as day and night, the seasons, the year, shadows and the tides.

S:ESS2:6:1.2. Earth, Sun, and Moon: Students will recognize that of all the known planets, Earth appears to be somewhat unique; and describe the conditions that exist on Earth that allow it to support life.

S:ESS2:6:2.1. Energy: Students will recognize how the tilt of the Earth's axis and the Earth's revolution around the Sun affect seasons and weather patterns.

S:ESS2:6:2.2. Energy: Students will identify and describe seasonal, daylight and weather patterns as they relate to energy.

S:ESS2:6:4.1. View from Earth: Students will explain the historical perspective of planetary exploration and man's achievements in space, beginning with Russia's Sputnik mission in 1957.

NH.ESS4. Earth Space Science: The growth of scientific knowledge in Earth Space Science has been advanced through the development of technology and is used (alone or in combination with other sciences) to identify, understand and solve local and global issues.

S:ESS4:6:2.1. Tools: Students will recognize that satellites and Doppler radar can be used to observe or predict the weather.

S:ESS4:6:2.2. Tools: Students will employ knowledge of basic weather symbols to read and interpret weather and topographic maps.

S:ESS4:6:2.3. Tools: Students will read and interpret data from barometers, sling psychrometers and anemometers.

S:ESS4:6:3.1. Career Technical Education Connections: Students will provide examples of products that man has developed which allow humans to do things that they could not do otherwise; and identify the natural materials used to produce these products.

S:ESS4:6:3.3. Career Technical Education Connections: Students will provide examples of how to reduce waste through conservation, recycling, and reuse.

NH.LS1. Life Science: All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, and species).

S:LS1:6:1.1. Classification: Students will identify ways in which living things can be grouped and organized, such as taxonomic groups of plants, animals and fungi.

S:LS1:6:1.2. Classification: Students will categorize organisms into kingdoms that are currently recognized, according to shared characteristics.

S:LS1:6:2.1. Living Things and Organization: Students will recognize that all living things are composed of cells, and explain that while many organisms are single celled, such as yeast, others, including humans, are multicellular.

S:LS1:6:2.2. Living Things and Organization: Students will explain that the way in which cells function is similar in all organisms.

S:LS1:6:2.4. Living Things and Organization: Students will recognize and describe the hierarchical organization of living systems, including cells, tissues, organs, organ systems, whole organisms, and ecosystems.

S:LS1:6:2.5. Living Things and Organization: Students will explain that multicellular organisms have specialized cells, tissues, organs and organ systems that perform certain necessary functions, including digestion, respiration, reproduction, circulation, excretion, movement, control and coordination and protection from disease.

S:LS1:6:2.6. Living Things and Organization: Students will recognize that the human cells found in tissues and organs are similar to those of other animals, but somewhat different from cells found in plants.

S:LS1:6:3.1. Reproduction: Students will explain that cells repeatedly divide to make more cells for growth and repair.

S:LS1:6:3.2. Reproduction: Students will explain that the same genetic information is copied in each cell of a new organism.

S:LS1:6:3.3. Reproduction: Students will explain that all living things reproduce in order to continue their species.

NH.LS2. Life Science: Energy flows and matter recycles through an ecosystem.

S:LS2:6:1.2. Environment: Students will explain that most microorganisms do not cause disease and that many are beneficial to the environment.

S:LS2:6:2.1. Flow of Energy: Students will describe how energy is transferred in an ecosystem through food webs; and explain the roles and relationships between producers, consumers and decomposers.

S:LS2:6:2.2. Flow of Energy: Students will recognize that one of the most general distinctions among organisms is between plants, which use sunlight to make their own food, and animals, which consume energy-rich foods.

S:LS2:6:2.3. Flow of Energy: Students will describe the process of photosynthesis and explain that plants can use the food they make immediately or store it for later use.

S:LS2:6:2.4. Flow of Energy: Students will recognize that energy, in the form of heat, is usually a byproduct when one form of energy is converted to another, such as when living organisms transform stored energy to motion.

S:LS2:6:3.1. Recycling of Materials: Students will define a population as all individuals of a species that exist together at a given place and time; and explain that all populations living together in a community, along with the physical factors with which they interact, compose an ecosystem.

S:LS2:6:3.2. Recycling of Materials: Using food webs, students will identify and describe the ways in which organisms interact and depend on one another in an ecosystem.

S:LS2:6:3.3. Recycling of Materials: Students will explain how insects and various other organisms depend on dead plant and animal matter for food; and describe how this process contributes to the system.

NH.LS3. Life Science: Groups of organisms show evidence of change over time (e.g. evolution, natural selection, structures, behaviors, and biochemistry).

S:LS3:6:1.1. Change: Students will provide examples of how all organisms, including humans, impact their environment; and explain how some changes can be detrimental to other organisms.

S:LS3:6:1.2. Change: Students will explain how changes in environmental conditions can affect the survival of individual organisms and the entire species.

S:LS3:6:2.1. Evolution: Students will describe the fundamental concepts related to biological evolution, such as biological adaptations and the diversity of species.

S:LS3:6:3.1. Natural Selection: Students will recognize that there are genetic variations among individuals in groups of organisms and provide examples of how these variations affect the survival of an organism.

S:LS3:6:3.2. Natural Selection: Students will recognize that only organisms that are able to reproduce can pass on their genetic information to the next generation.

NH.LS4. Life Science: Humans are similar to other species in many ways, and yet are unique among Earth's life forms.

S:LS4:6:2.1. Disease: Students will explain that the human body has ways to defend itself against disease-causing organisms and describe how defenders, including tears, saliva, the skin, some blood cells and stomach secretions support the defense process.

S:LS4:6:2.2. Disease: Students will recognize that there are some diseases that human beings can only get once; and explain how many diseases can be prevented by vaccination.

S:LS4:6:2.4. Disease: Students will recognize a healthy body cannot fight all germs that invade it; and explain how some germs interfere with the body's defenses.

S:LS4:6:3.1. Human Identity: Students will recognize that the length and quality of human life are influenced by many factors, including sanitation, diet, medical care, gender, genes, environmental conditions, and personal health behaviors.

NH.LS5. Life Science: The growth of scientific knowledge in Life Science has been advanced through the development of technology and is used (alone or in combination with other sciences) to identify, understand and solve local and global issues.

S:LS5:6:2.1. Design Technology: Students will demonstrate the appropriate use of tools, such as thermometers, probes, microscopes and computers to gather, analyze and interpret data in the life sciences.

NH.PS1. Physical Science: All living and nonliving things are composed of matter having characteristic properties that distinguish one substance from another (independent of size/amount of substance).

S:PS1:6:1.1. Composition: Students will recognize that all matter is composed of minute particles called atoms; and explain that all substances are composed of atoms, each arranged into different groupings.

S:PS1:6:1.2. Composition: Students will identify elements as substances that contain only one kind of atom; and explain that elements do not break down by normal laboratory reactions, such as heating, exposure to electric current, and reaction to acid.

S:PS1:6:1.3. Composition: Students will recognize that over one hundred elements exist, and identify the periodic table as a tool for organizing the information about them.

S:PS1:6:2.1. Properties: Students will identify elements according to their common properties, such as highly reactive metals, less reactive metals, highly reactive non-metals and almost non-reactive gases.

S:PS1:6:2.2. Properties: Students will identify substances by their physical and chemical properties, such as magnetism, conductivity, density, solubility, boiling and melting points.

S:PS1:6:2.4. Properties: Students will identify energy as a property of many substances.

NH.PS2. Physical Science: Energy is necessary for change to occur in matter. Energy can be stored, transferred and transformed, but cannot be destroyed.

S:PS2:6:1.1. Change: Students will differentiate between a physical change, such as melting, and a chemical change, such as rusting.

S:PS2:6:3.1. Energy: Students will explain that the pitch of a sound is dependent on the frequency of the vibration producing it.

S:PS2:6:3.2. Energy: Students will explain that sound vibrations move at different speeds, have different wavelengths; and establish wave-like disturbances that emanate from the source.

S:PS2:6:3.4. Energy: Students will explain that heat energy moves from warmer materials or regions to cooler ones through conduction, convection, and radiation.

S:PS2:6:3.5. Energy: Students will explain how electrical circuits can be used to transfer energy in order to produce heat, light, sound, and chemical changes.

NH.PS3. Physical Science: The motion of an object is affected by force.

S:PS3:6:1.1. Forces: Students will recognize that just as electric currents can produce magnetic forces, magnets can cause electric currents.

S:PS3:6:1.2. Forces: Students will explain that when a force is applied to an object, it reacts in one of three ways: the object either speeds up, slows down, or goes in a different direction.

S:PS3:6:1.3. Forces: Students will describe the relationship between the strength of a force on an object and the resulting effect, such as the greater the force, the greater the change in motion.

S:PS3:6:2.1. Motion: Students will explain the how balanced and unbalanced forces are related to an object's motion.

NH.PS4. Physical Science: The growth of scientific knowledge in Physical Science has been advanced through the development of technology and is used (alone or in combination with other sciences) to identify, understand and solve local and global issues.

S:PS4:6:3.1. Social Issues (Local and Global): Energy, Power, and Transportation Manufacturing: Students will explain how a battery changes chemical energy into electrical energy.

S:PS4:6:3.2. Social Issues (Local and Global): Energy, Power, and Transportation Manufacturing: Students will demonstrate how to produce a magnetic force with an electric current, such as an electromagnet, and how to produce an electric current with a magnet, such as a generator.

NH.SPS1. Science Process Skills: Scientific Inquiry and Critical Thinking Skills

S:SPS1:6:1.1. Making Observations and Asking Questions: Students will apply skills from previous grades and make observations and record measurements using a variety of tools and instruments.

S:SPS1:6:1.2. Making Observations and Asking Questions: Students will apply skills from previous grades and plan observations based on a given purpose.

S:SPS1:6:1.3. Making Observations and Asking Questions: Students will apply skills from previous grades and identify and investigate similarities and differences among observations and sets of observations.

S:SPS1:6:1.5. Making Observations and Asking Questions: Students will apply skills from previous grades and use a classification key, such as a dichotomous key, to identify and distinguish among members of a group or set.

S:SPS1:6:1.6. Making Observations and Asking Questions: Students will apply skills from previous grades and construct a simple classification key.

S:SPS1:6:1.7. Making Observations and Asking Questions: Students will apply skills from previous grades and compare methods of classification for a specific purpose.

S:SPS1:6:2.2. Designing Scientific Investigations: Students will apply skills from previous grades and identify and utilize appropriate tools/technology for collecting data in designing investigations.

S:SPS1:6:2.3. Designing Scientific Investigations: Students will apply skills from previous grades and incorporate components of good experimental design, such as controls and multiple trials, into investigations.

S:SPS1:6:3.1. Conducting Scientific Investigations: Students will apply skills from previous grades and carry out simple student or teacher-developed procedures or experiments.

S:SPS1:6:3.2. Conducting Scientific Investigations: Students will apply skills from previous grades and use appropriate tools to collect and record data.

S:SPS1:6:3.3. Conducting Scientific Investigations: Students will apply skills from previous grades and follow the teacher's instructions in performing experiments, following all appropriate safety rules and procedures.

S:SPS1:6:4.1. Representing and Understanding Results of Investigations: Students will apply skills from previous grades and use appropriate tools to organize, represent, analyze and explain data.

S:SPS1:6:4.2. Representing and Understanding Results of Investigations: Students will apply skills from previous grades and make and record observations using a pre-determined format.

S:SPS1:6:4.3. Representing and Understanding Results of Investigations: Students will apply skills from previous grades and compare and display data in a variety of student or computer generated formats (such as diagrams, flow charts, tables, bar graphs, line graphs, scatter plots, and histograms).

S:SPS1:6:4.4. Representing and Understanding Results of Investigations: Students will apply skills from previous grades and identify patterns and relationships in data and formulate basic explanations.

S:SPS1:6:4.5. Representing and Understanding Results of Investigations: Students will apply skills from previous grades and draw appropriate conclusions based on data collected.

S:SPS1:6:5.1. Evaluating Scientific Explanations: Students will apply skills from previous grades and determine if the results of an experiment support or fail to support the scientific idea tested.

S:SPS1:6:5.2. Evaluating Scientific Explanations: Students will apply skills from previous grades and explain how a hypothesis is a direct extension of a scientific idea and therefore makes that idea 'testable.'

NH.SPS2. Science Process Skills: Unifying Concepts of Science

S:SPS2:6:1.1. Nature of Science: Students will apply skills from previous grades and explain that scientists do not pay much attention to claims about how something works unless they are backed up with evidence that can be confirmed with a logical argument.

S:SPS2:6:2.2. Systems and Energy: Students will apply skills from previous grades and discover that collections of pieces (e.g., powders, marbles, sugar cubes or wooden blocks) may have properties that the individual pieces do not.

S:SPS2:6:2.4. Systems and Energy: Students will apply skills from previous grades and compare a variety of forms of energy, including heat, light, sound, mechanical, electrical, and chemical energy.

S:SPS2:6:2.5. Systems and Energy: Students will apply skills from previous grades and demonstrate how energy can be transformed from one form to another (e.g., from electrical energy to heat, light or mechanical energy).

S:SPS2:6:3.1. Models and Scale: Students will apply skills from previous grades and understand that models are often used to think about processes that happen too slowly, too quickly, or on too small a scale to observe directly; or that are too vast to be changed deliberately; or that are potentially dangerous.

S:SPS2:6:3.2. Models and Scale: Students will apply skills from previous grades and analyze how finding out the biggest and smallest values of something are often as revealing as knowing what the usual value is.

S:SPS2:6:4.1. Patterns of Change: Students will apply skills from previous grades and understand that things change in steady, repetitive, or irregular ways, or sometimes in more than one way at the same time; often the best way to tell which kinds of change are happening is to make a table or graph of measurements.

S:SPS2:6:5.1. Form and Function: Students will apply skills from previous grades and describe the structure and function of organs.

S:SPS2:6:5.2. Form and Function: Students will apply skills from previous grades and diagram and label the structure of the primary components of representative organs in plants and animals.

S:SPS2:6:5.3. Form and Function: Students will apply skills from previous grades and investigate the relationship between various landforms and wind currents.

NH.SPS3. Science Process Skills: Personal, Social, and Technological Perspectives

S:SPS3:6:2.1. Common Environmental Issues, Natural Resources Management and Conservation: Students will apply skills from previous grades and develop, focus and explain questions about the environment and do environmental investigations.

S:SPS3:6:2.3. Common Environmental Issues, Natural Resources Management and Conservation: Students will apply skills from previous grades and explore evidence that human-caused changes have consequences for the immediate environment as well as for other places and future times.

S:SPS3:6:2.4. Common Environmental Issues, Natural Resources Management and Conservation: Students will apply skills from previous grades and explore how humans shape and control the environment while creating knowledge and developing new technologies.

S:SPS3:6:2.5. Common Environmental Issues, Natural Resources Management and Conservation: Students will apply skills from previous grades and investigate environmental and resource management issues at scales that range from local to national to global.

S:SPS3:6:3.1. Science and Technology, Technological Design and Application: Students will apply skills from previous grades and identify problems/issues that can be addressed by design technology.

NH.SPS4. Science Process Skills: Science Skills for Information, Communication and Media Literacy

S:SPS4:6:1.2. Information and Media Literacy: Students will apply skills from previous grades and collect real-time observations and data, synthesizing and building upon existing information (e.g., online databases, NOAA, EPA, USGS) to solve problems.

S:SPS4:6:1.3. Information and Media Literacy: Students will apply skills from previous grades and use appropriate tools to analyze and synthesize information (e.g., diagrams, flow charts, frequency tables, bar graphs, line graphs, stem-and-leaf plots) to draw conclusions and implications based on investigations of an issue or question.

S:SPS4:6:3.1. Critical Thinking and Systems Thinking: Students will apply skills from previous grades and execute steps of scientific inquiry to engage in the problem-solving and decision making processes.

S:SPS4:6:3.3. Critical Thinking and Systems Thinking: Students will apply skills from previous grades and make sketches, graphs, and diagrams to explain ideas and to demonstrate the interconnections between systems.

S:SPS4:6:4.2. Problem Identification, Formulation, and Solution: Students will apply skills from previous grades and use evidence collected from observations or other sources and use them to create models and explanations.

S:SPS4:6:6.2. Interpersonal and Collaborative Skills: Students will apply skills from previous grades and plan and develop team science projects.

S:SPS4:6:8.1. Accountability and Adaptability: Students will apply skills from previous grades and develop and execute a plan to collect and record accurate and complete data from various sources to solve a problem or answer a question; and gather and critically analyze data from a variety of sources.

S:SPS4:6:8.2. Accountability and Adaptability: Students will apply skills from previous grades and participate in science competitions, where students are responsible for creating a product or participating in an event.

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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