What's New: Worksheets and Study Guides

Living and Nonliving Kindergarten Science
Living and Nonliving Kindergarten Science
Word Study Kindergarten English Language Arts
Beginning and Ending Sounds Kindergarten English Language Arts
Past or Present First Grade Social Studies
Word Study Kindergarten English Language Arts
Onsets & Rimes Kindergarten English Language Arts

Oklahoma Standards for Sixth Grade Science

Birds and MammalsWorksheets: 4Study Guides: 1Vocabulary: 5Cell TransportWorksheets: 2Vocabulary: 2Earth's energy resourcesWorksheets: 3Study Guides: 1Vocabulary: 1Fishes, Amphibians, and ReptilesWorksheets: 4Study Guides: 1Vocabulary: 5Genetics - Study of HeredityWorksheets: 3Study Guides: 1Vocabulary: 8Groundwater 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: 7Our impact on earthWorksheets: 3Study Guides: 1Vocabulary: 1Plant ProcessesWorksheets: 4Study Guides: 1Vocabulary: 2Plant reproductionWorksheets: 3Study Guides: 1Vocabulary: 1Protection, Reproduction and CooperationWorksheets: 3Vocabulary: 2RocksWorksheets: 4Study Guides: 1Vocabulary: 3Solids, liquids and gasesWorksheets: 3Study Guides: 1Vocabulary: 1Sponges, Cnidarians and WormsWorksheets: 4Study Guides: 1Vocabulary: 4Studying and exploring spaceWorksheets: 3Study Guides: 1Vocabulary: 4Weather patternsWorksheets: 3Study Guides: 1Vocabulary: 4


E/SS.5. Structures of the Earth and the Solar System - The earth is mostly rock, three-fourths of its surface is covered by a relatively thin layer of water, and the entire planet is surrounded by a relatively thin blanket of air, and is able to support life. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:

E/SS.5.1. Earth has four main systems that interact: the geosphere, the hydrosphere, the atmosphere, and the biosphere.
E/SS.5.1.a. The geosphere is the portion of the Earth system that includes the Earth's interior, rocks and minerals, landforms, and the processes that shape the Earth's surface.
E/SS.5.1.b. The hydrosphere is the liquid water component of the Earth. Water covers the majority of the Earth's surface and circulates through the crust, oceans and atmosphere in what is known as the water cycle.
E/SS.5.1.c. The atmosphere is a mixture of nitrogen, oxygen, and trace gases that include water vapor. The atmosphere has a different physical and chemical composition at different elevations.
E/SS.5.1.d. The biosphere is made up of all that is living on the Earth. It is a life-supporting global ecosystem, where living things depend on other organisms and the environment.
E/SS.5.2. The sun provides the light and heat necessary to maintain life on Earth and is the ultimate source of energy (i.e., producers receive their energy from the sun).


LS.3. Structure and Function in Living Systems - Living systems at all levels of organization demonstrate the complementary nature of structure and function. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:

LS.3.1. Cells are the building blocks of all organisms (both plants and animals).
LS.3.1.a. Plant and animal cells have similarities and differences (i.e., nucleus, mitochondria, cell wall, plasma membrane, chloroplast, and vacuole).
LS.3.2. Living systems are organized by levels of complexity (i.e., cells, organisms, and ecosystems).

LS.4. Populations and Ecosystems - Populations consist of individuals of a species that occur together at a given place and time. All populations living together and the physical factors with which they interact compose an ecosystem. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:

LS.4.1. Organisms within an ecosystem are dependent on one another and on nonliving components of the environment. Some source of energy is needed for all organisms to stay alive and grow. Energy transfer can be followed in food chains and webs.
LS.4.2. In all environments, organisms with similar needs may compete with one another for resources, including food, space, water, air, and shelter. Other relationships may be beneficial (e.g., producers/autotrophs, consumers/heterotrophs, symbiosis).


PS.1. Physical Properties in Matter - Physical characteristics of objects can be described using shape, size, and mass whereas the materials from which objects are made can be described using color and texture. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:

PS.1.1. Matter has physical properties that can be measured (i.e., mass, volume, temperature, color, and texture). Changes in physical properties of objects can be observed, described, and measured using tools such as simple microscopes, gram spring scales, metric rulers, metric balances, and Celsius thermometers.

PS.2. Transfer of Energy - Change from one form of energy to another. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:

PS.2.1. Energy exists in many forms such as heat, light, electricity, mechanical motion, and sound. Energy can be transferred in various ways (e.g., potential to kinetic, electrical to light, chemical to electrical, mechanical to electrical).
PS.2.2. Electrical circuits provide a means of transferring electrical energy when heat, light, and sound are produced (e.g., open and closed circuits, parallel and series circuits).
PS.2.3. Electric currents and magnets can exert a force on each other (e.g., direct and alternating currents).


SPI.1. Observe and Measure - Observing is the first action taken by the learner to acquire new information about an object, organism, or event. Opportunities for observation are developed through the use of a variety of scientific tools. Measurement allows observations to be quantified. The student will accomplish these objectives to meet this process standard.

SPI.1.1. Identify qualitative and/or quantitative changes given conditions (e.g., temperature, mass, volume, time, position, length) before, during, and after an event.
SPI.1.2. Use appropriate tools (e.g., metric ruler, graduated cylinder, thermometer, balances, spring scales, stopwatches, computers and handheld data collection devices) to measure objects, organisms, and/or events.
SPI.1.3. Use appropriate International System of Units (SI) (i.e., grams, meters, liters, degrees Celsius, and seconds) and SI prefixes (i.e. milli-, centi-, and kilo-) when measuring objects, organisms and/or events.

SPI.2. Classify - Classifying establishes order. Objects, organisms, and events are classified based on similarities, differences, and interrelationships. The student will accomplish these objectives to meet this process standard.

SPI.2.1. Using observable properties, place an object, organism, and/or event into a classification system (e.g., dichotomous keys, periodic table, biological hierarchy).
SPI.2.2. Identify properties by which a set of objects, organisms, or events could be ordered.

SPI.3. Experimental design - Understanding experimental designs requires that students recognize the components of a valid experiment. The student will accomplish these objectives to meet this process standard.

SPI.3.3. Identify variables and/or controls in an experimental setup: independent variable and dependent variable.
SPI.3.6. Recognize potential hazards and practice safety procedures in all science activities.

SPI.4. Interpret and Communicate - Interpreting is the process of recognizing patterns in collected data by making inferences, predictions, or conclusions. Communicating is the process of describing, recording, and reporting experimental procedures and results to others. Communication may be oral, written, or mathematical and includes organizing ideas, using appropriate vocabulary, graphs, other visual representations, and mathematical equations. The student will accomplish these objectives to meet this process standard.

SPI.4.1. Report and record both quantitative/qualitative data in an appropriate method when given an experimental procedure or data.
SPI.4.2. Interpret data tables, line, bar, trend, and/or circle graphs.
SPI.4.3. Evaluate data to develop reasonable explanations and/or predictions.
SPI.4.4. Determine if results of investigations support or do not support hypotheses.
SPI.4.5. Communicate scientific processes, procedures, and conclusions (e.g., model, poster, diagram, journal entry, lab report, scientific paper, oral presentation, and digital presentation).

SPI.5. Inquiry - Inquiry can be defined as the skills necessary to carry out the process of scientific thinking. In order for inquiry to occur students must have the opportunity to make observations, pose questions, formulate testable hypotheses, carry out experiments, and make conclusions based on evidence. The student will accomplish these objectives to meet this process standard.

SPI.5.2. Design and conduct experiments utilizing scientific processes.
SPI.5.4. Understand the value of technology and use technology to gather data and analyze results of investigations (e.g., probes, hand-held digital devices, digital cameras, software.
SPI.5.5. Develop a logical relationship between evidence and explanation to form and communicate a valid conclusion, and suggest alternative explanations.

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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