Utah Standards 6th Grade Science Activities
Printable Sixth Grade Science Worksheets and Study Guides.
Living and Nonliving Kindergarten Science Living and Nonliving Kindergarten Science Multiplication Fifth Grade Math Ordering and Comparing Numbers Third Grade Math Whole Numbers Kindergarten Math Whole Numbers Kindergarten Math Graphs and Charts Third Grade Math Birds and MammalsWorksheets: 4Study Guides: 1Vocabulary: 5Cells: The Basic Units of LifeWorksheets: 3Study Guides: 1Vocabulary: 4Earth's AtmosphereFreeWorksheets: 4Study Guides: 1Vocabulary: 6Earth's energy resourcesWorksheets: 3Study Guides: 1Vocabulary: 1Earth's Fresh WaterWorksheets: 3Study Guides: 1Vocabulary: 2ElectricityWorksheets: 4Study Guides: 1Vocabulary: 2ElectromagnetismWorksheets: 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: 1Introduction to matterWorksheets: 3Study Guides: 1Vocabulary: 2MagnetismWorksheets: 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: 1Solids, liquids and gasesWorksheets: 3Study Guides: 1Vocabulary: 1Sponges, Cnidarians and WormsWorksheets: 4Study Guides: 1Vocabulary: 4Weather patternsWorksheets: 3Study Guides: 1Vocabulary: 4
UT.1. Intended Learning Outcome: Use Science Process and Thinking Skills.
1.a. Observe simple objects, patterns, and events, and report their observations.
1.b. Sort and sequence data according to criteria given.
1.c. Given the appropriate instrument, measure length, temperature, volume, and mass in metric units as specified.
1.d. Compare things, processes, and events.
1.e. Use classification systems.
1.f. Plan and conduct simple experiments.
1.i. Use data to construct a reasonable conclusion.
UT.2. Intended Learning Outcome: Manifest Scientific Attitudes and Interests.
2.e. Seek and weigh evidence before drawing conclusions.
UT.3. Intended Learning Outcome: Understand Science Concepts and Principles.
3.a. Know and explain science information specified for the grade level.
3.b. Distinguish between examples and non-examples of concepts that have been taught.
3.c. Solve problems appropriate to grade level by applying science principles and procedures.
UT.4. Intended Learning Outcome: Communicate Effectively Using Science Language and Reasoning.
4.a. Record data accurately when given the appropriate form (e.g., table, graph, chart).
4.b. Describe or explain observations carefully and report with pictures, sentences, and models.
4.c. Use scientific language in oral and written communication.
4.e. Use mathematical reasoning to communicate information.
UT.5. Intended Learning Outcome: Demonstrate Awareness of Social and Historical Aspects of Science.
5.a. Cite examples of how science affects life.
5.b. Understand the cumulative nature of science knowledge.
UT.6. Intended Learning Outcome: Understand the Nature of Science.
6.b. Understand that science investigations use a variety of methods and do not always use the same set of procedures; understand that there is not just one 'scientific method.'
6.c. Science findings are based upon evidence.
UT.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.
UT.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.
UT.I. Students will understand that the appearance of the moon changes in a predictable cycle as it orbits Earth and as Earth rotates on its axis.
I.1. Explain patterns of changes in the appearance of the moon as it orbits Earth.
I.1.a. Describe changes in the appearance of the moon during a month.
I.1.b. Identify the pattern of change in the moon's appearance.
I.1.c. Use observable evidence to explain the movement of the moon around Earth in relationship to Earth turning on its axis and the position of the moon changing in the sky.
I.1.d. Design an investigation, construct a chart, and collect data depicting the phases of the moon.
I.2. Demonstrate how the relative positions of Earth, the moon, and the sun create the appearance of the moon's phases.
I.2.a. Identify the difference between the motion of an object rotating on its axis and an object revolving in orbit.
I.2.c. Model the movement and relative positions of Earth, the moon, and the sun.
UT.II. Students will understand how Earth's tilt on its axis changes the length of daylight and creates the seasons.
II.1. Describe the relationship between the tilt of Earth's axis and its yearly orbit around the sun.
II.1.a. Describe the yearly revolution (orbit) of Earth around the sun.
II.1.b. Explain that Earth's axis is tilted relative to its yearly orbit around the sun.
II.1.c. Investigate the relationship between the amount of heat absorbed and the angle to the light source.
II.2. Explain how the relationship between the tilt of Earth's axis and its yearly orbit around the sun produces the seasons.
II.2.a. Compare Earth's position in relationship to the sun during each season.
II.2.b. Compare the hours of daylight and illustrate the angle that the sun's rays strikes the surface of Earth during summer, fall, winter, and spring in the Northern Hemisphere.
II.2.c. Use collected data to compare patterns relating to seasonal daylight changes.
II.2.d. Use a drawing and/or model to explain that changes in the angle at which light from the sun strikes Earth, and the length of daylight, determine seasonal differences in the amount of energy received.
II.2.e. Use a model to explain why the seasons are reversed in the Northern and Southern Hemispheres.
UT.III. Students will understand the relationship and attributes of objects in the solar system.
III.1. Describe and compare the components of the solar system.
III.1.a. Identify the planets in the solar system by name and relative location from the sun.
III.1.b. Using references, compare the physical properties of the planets (e.g., size, solid or gaseous).
III.1.d. Describe the characteristics of comets, asteroids, and meteors.
III.1.e. Research and report on the use of manmade satellites orbiting Earth and various planets.
III.2. Describe the use of technology to observe objects in the solar system and relate this to science's understanding of the solar system.
III.2.a. Describe the use of instruments to observe and explore the moon and planets.
III.2.b. Describe the role of computers in understanding the solar system (e.g., collecting and interpreting data from observations, predicting motion of objects, operating space probes).
III.2.c. Relate science's understanding of the solar system to the technology used to investigate it.
III.2.d. Find and report on ways technology has been and is being used to investigate the solar system.
III.3. Describe the forces that keep objects in orbit in the solar system.
III.3.a. Describe the forces holding Earth in orbit around the sun, and the moon in orbit around Earth.
III.3.b. Relate a celestial object's mass to its gravitational force on other objects.
III.3.c. Identify the role gravity plays in the structure of the solar system.
UT.IV. Students will understand the scale of size, distance between objects, movement, and apparent motion (due to Earth's rotation) of objects in the universe and how cultures have understood, related to and used these objects in the night sky.
IV.1. Compare the size and distance of objects within systems in the universe.
IV.1.c. Compare the size of the Solar System to the size of the Milky Way galaxy.
IV.1.d. Compare the size of the Milky Way galaxy to the size of the known universe.
UT.V. Students will understand that microorganisms range from simple to complex, are found almost everywhere, and are both helpful and harmful.
V.1. Observe and summarize information about microorganisms.
V.1.a. Examine and illustrate size, shape, and structure of organisms found in an environment such as pond water.
V.1.b. Compare characteristics common in observed organisms (e.g., color, movement, appendages, shape) and infer their function (e.g., green color found in organisms that are producers, appendages help movement).
V.1.c. Research and report on a microorganism's requirements (i.e., food, water, air, waste disposal, temperature of environment, reproduction).
V.2. Demonstrate the skills needed to plan and conduct an experiment to determine a microorganism's requirements in a specific environment.
V.2.a. Formulate a question about microorganisms that can be answered with a student experiment.
V.2.b. Develop a hypothesis for a question about microorganisms based on observations and prior knowledge.
V.2.c. Plan and carry out an investigation on microorganisms. (Note: Teacher must examine plans and procedures to assure the safety of students; for additional information, you may wish to read microbe safety information on Utah Science Home Page.)
V.2.d. Display results in an appropriate format (e.g., graphs, tables, diagrams).
V.2.e. Prepare a written summary or conclusion to describe the results in terms of the hypothesis for the investigation on microorganisms.
V.3. Identify positive and negative effects of microorganisms and how science has developed positive uses for some microorganisms and overcome the negative effects of others.
V.3.a. Describe in writing how microorganisms serve as decomposers in the environment.
V.3.b. Identify how microorganisms are used as food or in the production of food (e.g., yeast helps bread rise, fungi flavor cheese, algae are used in ice cream, bacteria are used to make cheese and yogurt).
V.3.c. Identify helpful uses of microorganisms (e.g., clean up oil spills, purify water, digest food in digestive tract, antibiotics) and the role of science in the development of understanding that led to positive uses (i.e., Pasteur established the existence, growth, and control of bacteria; Fleming isolated and developed penicillin).
V.3.d. Relate several diseases caused by microorganisms to the organism causing the disease (e.g., athlete's foot -fungi, streptococcus throat -bacteria, giardia -protozoa).
V.3.e. Observe and report on microorganisms' harmful effects on food (e.g., causes fruits and vegetables to rot, destroys food bearing plants, makes milk sour).
UT.VI. Students will understand properties and behavior of heat, light, and sound.
VI.1. Investigate the movement of heat between objects by conduction, convection, and radiation.
VI.1.a. Compare materials that conduct heat to materials that insulate the transfer of heat energy.
VI.1.b. Describe the movement of heat from warmer objects to cooler objects by conduction and convection.
VI.1.c. Describe the movement of heat across space from the sun to Earth by radiation.
VI.1.d. Observe and describe, with the use of models, heat energy being transferred through a fluid medium (liquid and/or gas) by convection currents.
VI.1.e. Design and conduct an investigation on the movement of heat energy.
VI.2. Describe how light can be produced, reflected, refracted, and separated into visible light of various colors.
VI.2.a. Compare light from various sources (e.g., intensity, direction, color).
VI.2.b. Compare the reflection of light from various surfaces (e.g., loss of light, angle of reflection, reflected color).
VI.2.c. Investigate and describe the refraction of light passing through various materials (e.g., prisms, water).
VI.2.d. Predict and test the behavior of light interacting with various fluids (e.g., light transmission through fluids, refraction of light).
VI.2.e. Predict and test the appearance of various materials when light of different colors is shone on the material.
VI.3. Describe the production of sound in terms of vibration of objects that create vibrations in other materials.
VI.3.a. Describe how sound is made from vibration and moves in all directions from the source in waves.
VI.3.b. Explain the relationship of the size and shape of a vibrating object to the pitch of the sound produced.
VI.3.c. Relate the volume of a sound to the amount of energy used to create the vibration of the object producing the sound.
VI.3.d. Make a musical instrument and report on how it produces sound.
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