Ohio Standards 6th Grade Science Activities
Printable Sixth Grade Science Worksheets and Study Guides.
Living and Nonliving Kindergarten Science Living and Nonliving Kindergarten Science Place Value Fourth Grade Math Addition Facts First Grade Math Assessment Kindergarten Math Patterns First Grade Math Ordering and Comparing Numbers Third Grade Math Birds and MammalsWorksheets: 4Study Guides: 1Vocabulary: 5Cell TransportWorksheets: 2Vocabulary: 2ElectricityWorksheets: 4Study Guides: 1Vocabulary: 2ElectromagnetismWorksheets: 3Study Guides: 1Vocabulary: 1Fishes, Amphibians, and ReptilesWorksheets: 4Study Guides: 1Vocabulary: 5Groundwater ResourcesWorksheets: 3Study Guides: 1Vocabulary: 1Introduction 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 EchinodermsWorksheets: 4Study Guides: 1Vocabulary: 7Plant reproductionWorksheets: 3Study Guides: 1Vocabulary: 1Solids, liquids and gasesWorksheets: 3Study Guides: 1Vocabulary: 1Sponges, Cnidarians and WormsWorksheets: 4Study Guides: 1Vocabulary: 4
OH.1. Earth and Space Sciences: Students demonstrate an understanding about how Earth systems and processes interact in the geosphere resulting in the habitability of Earth. This includes demonstrating an understanding of the composition of the universe, the solar system and Earth. In addition, it includes understanding the properties and the interconnected nature of Earth's systems, processes that shape Earth and Earth's history. Students also demonstrate an understanding of how the concepts and principles of energy, matter, motion and forces explain Earth systems, the solar system and the universe. Finally, they grasp an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with Earth and space sciences.
1.1. Grade Level Indicator: Earth Systems: Describe the rock cycle and explain that there are sedimentary, igneous and metamorphic rocks that have distinct properties (e.g., color, texture) and are formed in different ways.
1.2. Grade Level Indicator: Earth Systems: Explain that rocks are made of one or more minerals.
1.3. Grade Level Indicator: Earth Systems: Identify minerals by their characteristic properties.
1.A. Describe how the positions and motions of the objects in the universe cause predictable and cyclic events.
1.B. Explain that the universe is composed of vast amounts of matter, most of which is at incomprehensible distances and held together by gravitational force. Describe how the universe is studied by the use of equipment such as telescopes, probes, satellites and spacecraft.
1.C. Describe interactions of matter and energy throughout the lithosphere, hydrosphere and atmosphere (e.g., water cycle, weather and pollution).
1.D. Identify that the lithosphere contains rocks and minerals and that minerals make up rocks. Describe how rocks and minerals are formed and/or classified.
1.E. Describe the processes that contribute to the continuous changing of Earth's surface (e.g., earthquakes, volcanic eruptions, erosion, mountain building and lithospheric plate movements).
OH.2. Life Sciences: Students demonstrate an understanding of how living systems function and how they interact with the physical environment. This includes an understanding of the cycling of matter and flow of energy in living systems. An understanding of the characteristics, structure and function of cells, organisms and living systems will be developed. Students will also develop a deeper understanding of the principles of heredity, biological evolution, and the diversity and interdependence of life. Students demonstrate an understanding of different historical perspectives, scientific approaches and emerging scientific issues associated with the life sciences.
2.1. Grade Level Indicator: Characteristics and Structure of Life: Explain that many of the basic functions of organisms are carried out by or within cells and are similar in all organisms.
2.2. Grade Level Indicator: Characteristics and Structure of Life: Explain that multicellular organisms have a variety of specialized cells, tissues, organs and organ systems that perform specialized functions.
2.3. Grade Level Indicator: Characteristics and Structure of Life: Identify how plant cells differ from animal cells (e.g., cell wall and chloroplasts).
2.4. Grade Level Indicator: Heredity: Recognize that an individual organism does not live forever; therefore reproduction is necessary for the continuation of every species and traits are passed on to the next generation through reproduction.
2.5. Grade Level Indicator: Heredity: Describe that in asexual reproduction all the inherited traits come from a single parent.
2.6. Grade Level Indicator: Heredity: Describe that in sexual reproduction an egg and sperm unite and some traits come from each parent, so the offspring is never identical to either of its parents.
2.7. Grade Level Indicator: Heredity: Recognize that likenesses between parents and offspring (e.g., eye color, flower color) are inherited. Other likenesses, such as table manners are learned.
2.8. Grade Level Indicator: Diversity and Interdependence of Life: Describe how organisms may interact with one another.
2.A. Explain that the basic functions of organisms are carried out in cells and groups of specialized cells form tissues and organs; the combination of these cells make up multicellular organisms that have a variety of body plans and internal structures.
2.B. Describe the characteristics of an organism in terms of a combination of inherited traits and recognize reproduction as a characteristic of living organisms essential to the continuation of the species.
2.C. Explain how energy entering the ecosystems as sunlight supports the life of organisms through photosynthesis and the transfer of energy through the interactions of organisms and the environment.
OH.3. Physical Sciences: Students demonstrate an understanding of the composition of physical systems and the concepts and principles that describe and predict physical interactions and events in the natural world. This includes demonstrating an understanding of the structure and properties of matter, the properties of materials and objects, chemical reactions and the conservation of matter. In addition, it includes understanding the nature, transfer and conservation of energy; motion and the forces affecting motion; and the nature of waves and interactions of matter and energy. Students demonstrate an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with the physical sciences.
3.1. Grade Level Indicator: Nature of Matter: Explain that equal volumes of different substances usually have different masses.
3.2. Grade Level Indicator: Nature of Matter: Describe that in a chemical change new substances are formed with different properties than the original substance (e.g., rusting, burning).
3.3. Grade Level Indicator: Nature of Matter: Describe that in a physical change (e.g., state, shape and size) the chemical properties of a substance remain unchanged.
3.4. Grade Level Indicator: Nature of Matter: Describe that chemical and physical changes occur all around us (e.g., in the human body, cooking and industry).
3.5. Grade Level Indicator: Nature of Energy: Explain that the energy found in nonrenewable resources such as fossil fuels (e.g., oil, coal and natural gas) originally came from the sun and may renew slowly over millions of years.
3.6. Grade Level Indicator: Nature of Energy: Explain that energy derived from renewable resources such as wind and water is assumed to be available indefinitely.
3.8. Grade Level Indicator: Nature of Energy: Describe how renewable and nonrenewable energy resources can be managed (e.g., fossil fuels, trees and water).
3.A. Relate uses, properties and chemical processes to the behavior and/or arrangement of the small particles that compose matter.
3.B. In simple cases, describe the motion of objects and conceptually describe the effects of forces on an object.
3.C. Describe renewable and nonrenewable sources of energy (e.g., solar, wind, fossil fuels, biomass, hydroelectricity, geothermal and nuclear energy) and the management of these sources.
3.D. Describe that energy takes many forms, some forms represent kinetic energy and some forms represent potential energy; and during energy transformations the total amount of energy remains constant.
OH.4. Science and Technology: Students recognize that science and technology are interconnected and that using technology involves assessment of the benefits, risks and costs. Students should build scientific and technological knowledge, as well as the skill required to design and construct devices. In addition, they should develop the processes to solve problems and understand that problems may be solved in several ways.
4.2. Grade Level Indicator: Understanding Technology: Explain how decisions about the use of products and systems can result in desirable or undesirable consequences (e.g., social and environmental).
OH.5. Scientific Inquiry: Students develop scientific habits of mind as they use the processes of scientific inquiry to ask valid questions and to gather and analyze information. They understand how to develop hypotheses and make predictions. They are able to reflect on scientific practices as they develop plans of action to create and evaluate a variety of conclusions. Students are also able to demonstrate the ability to communicate their findings to others.
5.2. Grade Level Indicator: Doing Scientific Inquiry: Choose the appropriate tools or instruments and use relevant safety procedures to complete scientific investigations.
5.3. Grade Level Indicator: Doing Scientific Inquiry: Distinguish between observation and inference.
5.B. Analyze and interpret data from scientific investigations using appropriate mathematical skills in order to draw valid conclusions.
OH.6. Scientific Ways of Knowing: Students realize that the current body of scientific knowledge must be based on evidence, be predictive, logical, subject to modification and limited to the natural world. This includes demonstrating an understanding that scientific knowledge grows and advances as new evidence is discovered to support or modify existing theories, as well as to encourage the development of new theories. Students are able to reflect on ethical scientific practices and demonstrate an understanding of how the current body of scientific knowledge reflects the historical and cultural contributions of women and men who provide us with a more reliable and comprehensive understanding of the natural world.
6.1. Grade Level Indicator: Nature of Science: Identify that hypotheses are valuable even when they are not supported.
6.5. Grade Level Indicator: Science and Society: Research how men and women of all countries and cultures have contributed to the development of science.
6.A. Use skills of scientific inquiry processes (e.g., hypothesis, record keeping, description and explanation).
6.C. Give examples of how thinking scientifically is helpful in daily life.
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