This science workbook for 6th grade includes units on Earth's layers, soil and erosion, photosynthesis and food webs, energy resources, human reproduction and puberty, and states of matter. Each unit provides learning objectives, activities, and concept maps to help students explore and evaluate their understanding.
sCIENCEsCIENCEbOOKbOOK................................................ 6th .........6th Grade Think and Explore
Name: __________________________________________ Class: 6th____ Year:_________ Teacher:______________________________________ Days: __________________and ___________________ Goals and Expectations: ............................................................... ............................................................... ............................................................... ............................................................... ............................................................... ...............................................................Personal InformationThe Newland School Science Department
Unit 1: The Amazing Planet Earth Page to OA 16 Describe the characteristics of Earth's layers (atmosphere, lithosphere, and hydrosphere) that enable the development of life and provide resources for humans, and propose protection measures for these layers. OA 17 Experimentally investigate soil formation, its properties (such as color, texture, and water retention capacity), and the importance of protecting it from pollution, communicating results. OA 18 Explain the consequences of erosion on the Earth's surface, identifying the agents that cause it, such as wind, water, and human activities. OA 1 Explain, based on experimental research, the requirements of water, carbon dioxide, and light energy for sugar production and oxygen release in photosynthesis, communicating results and the contributions of scientists in this field over time. OA 2 Represent, through models, the transfer of energy and matter from photosynthetic organisms to other living beings via food chains and webs in different ecosystems. OA 3 Analyze the effects of human activity on food webs. Unit 2: Energy EverywherePage to OA 8 Explain that energy is necessary for objects to change and for living beings to carry out their vital processes, and that most energy resources come directly or indirectly from the Sun, providing examples. OA 9 Experimentally investigate the transformation of energy from one form to another, providing examples and communicating conclusions. OA 11 Classify natural energy resources into non-renewable and renewable, and propose measures for the responsible use of energy. Unit 3: Human Development Page to OA 5 Describe and compare the changes that occur during puberty in women and men, recognizing it as a stage of human development. OA 4 Identify and describe the functions of the main structures of the human male and female reproductive systems. OA 6 Recognize the benefits of regular physical activity and maintaining personal hygiene during the puberty period. OA 7 Investigate and communicate the harmful effects of certain drugs on health, proposing protective behaviors. Unit 4: Matter and Heat Page to OA 12 Explain, using models, that matter is made up of particles in motion in its solid, liquid, and gaseous states. OA 10 Demonstrate, through experimental research, that heat flows from a hot object to a cold one until both reach the same temperature. OA 13 Demonstrate, through experimental research, the changes in the state of matter, such as melting, evaporation, boiling, condensation, solidification, and sublimation. OA 14 Differentiate between heat and temperature, considering that heat is a form of energy and temperature is a measure of how hot an object is. OA 15 Measure and interpret information obtained when heating and cooling water, considering the transformations from one state to another. Clue words Page to After every unit you will find a concept map to organize the information and trivia time to evaluate yourself.Index 3
My Science CopybookDate: Month, Day Title Subtitle Capital letter and underline using a ruler leave margins on both sides Do not turn the page until it’s full
T h e A m a z i n g P lanet E a r t hUnit 1:5If you had to sort everything on this planet into three giant boxes—Air, Water, and Ground—which box would be the most important for humans to survive? Why can we say the Sun is actually the best restaurant in the entire universe?
Earth’s Spheres6 .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... LL ii tt hh oo ss pp hh ee rr ee HH yy dd rr oo ss pp hh ee rr ee AA ttmmoo ss pp hh ee rr ee BB ii oo ss pp hh ee rr ee Is the solid, rocky outer shell of the Earth. The word comes from litho, which means stone. It includes all the dry land we walk on, like mountains, rocks, and soil, as well as the hidden rocky ground at the very bottom of the ocean. It is the giant blanket of air and gases that surrounds the Earth. The word comes from atmos, which means vapor or gas. It contains oxygen and CO2. It acts like a shield for our planet: it blocks burning rays, traps warmth and stops crashing space rocks before they hit the ground. It is all the water on Earth. The word comes from hydro, which means water. It includes the liquid water in oceans, lakes, and rivers, the frozen ice, underground water and the clouds. It is essential for life, it also provides a home for animals, and it helps regulate the temperature. It is the global zone where all life on Earth exists. The word comes from bio, which means life. The biosphere includes every single living organism on the planet.litho: _________________________ atmo: _________________________ hydro: ________________________ bio: ___________________________
label the following pictures:Biosphere 7 .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... How does each layer interacts with the biosphere? Atmosphere HydrosphereLithosphere The biosphere is like a giant, invisible bubble that protects all life on Earth, and it goes from high up in the sky all the way down to the bottom of the deepest oceans! .................... .................... .................... .................... .................... .................... .................... .................... .................... .................... .................... .................... .................... .................... ....................
Soil Formation8 .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... Horizons ORGANIC TOP SOIL SUBSOIL BEDROCK PARENT ROCK
.............................................. .............................................. .............................................. ............................................... ........................................ .................................... ................................layer / Horizon MATERIALSHorizons in a Jar 9 Hands on activity! Use the materials to place them in the right order to represent each of the horizons. Then plant some seed, water your seed everyday and watch them grow.
Erosion’s Agents10 .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... RUNNING WATER WIND ICE GRAVITY WAVES Water in rivers, streams, and rain runoff is the main agent of erosion, carving out valleys and shaping landscapes. Wind picks up loose particles like dust and sand, blowing them across dry areas and creating formations like sand dunes Massive sheets and rivers of ice slowly move downhill, carving out valleys and dragging rocks along the ground. Causes mass movement (landslides, mudslides, and rockfalls) by pulling materials downward. Ocean waves erode coastlines, creating sea cliffs, arches, and stacks. LIVING THINGS Roots break rocks apart while some burrowing animals (moles, earthworms) dig up and loosen subterranean soil, exposing it to wind and rain. .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... What about humans? Are we erosion agents too? Look at the images and identify the main agent. 1 2 3 4 5 6 7 8
Photosynthesis11 .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... When water arrives to the leaf, it fills up the guard cells around each tiny pore, causing them to swell and bow opening the stomata. Once open, carbon dioxide goes in so the plant can use this gas to make food through photosynthesis. opened stomataclosed stomataTear a real leaf and color this square using real chlorophyll!
Does a leaf release oxygen bubbles when placed in water under bright light? Hypothesis: If a fresh leaf is placed in water under sunlight, then I think it will _____________________________ because __________________________________. Materials: -Fresh leaf -Glass jar -Warm water -Small rock -Sunlight/lamp 12 Steps: 1.-Fill the jar with warm water. 2.-Submerge the leaf and place a small rock on top to sink it. 3.-Place the jar in direct light for 1–2 hours.. Do leaves produce gas in the light? Draw what you see: Observations: What formed on the leaf's surface? ________________________________________ Conclusion: My hypothesis was (correct / incorrect). The leaf __________________________ _______________________________________________________________________ RESULTS
RESULTS Can a leaf stay green and make food if part of it is blocked from sunlight? Hypothesis: If I cover part of a leaf with black paper for a week, then the covered part will _____________________________ because ________________________________. Materials: Plant Black paper Paperclip Steps: 1.-Cut two small pieces of black paper. 2.-Sandwich part of a leaf between the paper and paperclip it tightly. 3.-Place the plant in sunlight and water it normally for 7 days. 4.-Remove the paper. Draw your leaf after 7 days: Observations: Uncovered part color: ________________________________________________ Covered part color: __________________________________________________ Conclusion: My hypothesis was (correct / incorrect). The covered part turned ____________ _______________________________________________________________________ _______________________________________________________________________ 13 The Blocked Light Test
Grow and Grow The roots absorb the water from the ground The stem moves the water up the plant And the branches take the water to the leaves and to the flowers And that’s what helps the plant grow and grow The leaves absorb the light from the sun And take carbon dioxide from the air And they make their own food With the green chlorophyll they use And that’s what helps the plant grow and growPhotosynthesis Songs 14 Boogie Plant Plants always need sunlight Plants always need CO2 Plants always need water Sing the plant boogie Don’t forget, don’t forget That they need some minerals Don’t forget, don’t forget That they also need some space Sunlight, CO2, water ... Boogie
Ecosystems15 .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... Living things Nonliving things Area .................................... ................................... .................................... .................................... ................................... .................................... Choose one of the examples and explain how do the living and nonliving things interact in a given area. ........................................................................................................................................... ........................................................................................................................................... ...........................................................................................................................................
Producers Make their own nutrients (food) Consumers Obtain their food from other living things. Primary consumers Eat on producers. Secondary consumers Eat on primary consumers. Tertiary consumers Eat on secondary consumers. Scavengers Eat on the remains of dead animals and plants. Decomposers Bacteria and fungi that break down dead animals and plants into minerals. Species Population Community HabitatNutritions in an Ecosystem 16 .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... The energy flows from one species to the other. Producers: They get energy through ...................................................... Example: Grass Consumers: They get their energy from other ....................................... Example: Deer Decomposers: They break down dead ..................................................... Example: Hyena Ecosystems can be : Terrestrial or aquatic; Big or small.
SPECIES PRODUCER PRIMARY CONSUMER SECONDARY CONSUMER TERTIARY CONSUMERFood Chains and Webs 17 .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... There are lots of food chains on this food web. Use different colors to identify at least 4 more food chains. Food Chain Food Web Classify the species into producers, primary consumers, secondary consumers and tertiary consumers. The arrow show how the energy moves.
Your food chain must include: Main source of energy - Producer - Primary consumer - Secondary consumer - Tertiary consumer - Decomposer: Instructions: 1.-Fold the block paper in half and cut it through the middle like the picture. 2.-Join the two pieces with tape or masking tape (ask your teacher for help). 3.-Fold the paper into 6 spaces (each space should measure 12,5 cm approx). Complete each space: Write the title for each section. Section a: The main source where all the energy comes from Section b: producer Section c: primary consumer Section d: secondary consumer Section e: tertiary consumer Section f: decomposer Complete the spaces with your food chain. Make a drawing, color it and name the species. Draw the arrows to show the movement of the energy through the chain. Close the chain. Create a cover, color it and write your name and the ecosystem you chose.My Own Food Chain 18 Photograph Secondary Consumers A fish, caught by a heron in the U.S. city of Nokomis, Florida, has another fish in its mouth. These secondary consumers in the food chain prey on other organisms. Producers, such as plants, create their own nutrients, while primary consumers, also called herbivores, rely on producers for food. Photograph by Ernie Aranyosi Choose an ecosystem and investigate about a food chain. Complete the following information. There has to be a relation between the living things considering their diet .
19 The Role of SAG in Chile (Agricultural and Livestock Service) is Chile's regulatory authority responsible for protecting native flora, fauna, and agricultural ecosystems from invasive pests, diseases, and non-native species.Because Chile is an "ecological island"—it hosts unique, highly endemic biodiversity. SAG's border inspections, prevent invasive organisms from entering and devastating local ecosystems and agriculture.Protecting Ecosystems .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... Individual Actions: ..................................................... ..................................................... ..................................................... ..................................................... ..................................................... ..................................................... ..................................................... Goverment Actions: ..................................................... ..................................................... ..................................................... ..................................................... ..................................................... ..................................................... ..................................................... Introduced and Extinct Species
REUSE RECYCLEHuman Responsibility 20 .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... 3R’S REDUCE Identify if the following is an example of REDUCE, REUSE or RECYCLE: Discuss with your class and propose measures to protect each one of the Earths layers: LITHOSPHERE ATMOSPHERE HYDROSPHERE .............................. .............................. .............................. .............................. .............................. .............................. .............................. .............................. .............................. .............................. .............................. .............................. .............................. .............................. .............................. .............................. .............................. .............................. ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ Jack Johnson’s song 3R`s
National Parks21 .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... Chile has 46 national parks managed by the National Forest Corporation (CONAF), which protect nearly 18.8 million hectares of unique flora, fauna, and landscapes." Chile’s National Parks Investigation Chile does incredible work to protect its natural environments and biodiversity. Beyond reading about national parks, it's time to investigate how we preserve them! Choose one Chilean National Park (e.g., Torres del Paine, Lauca, Conguillío, or Rapa Nui) and answer the following: Why was this specific national park created? Which native plants and animals (flora and fauna) live there that we are trying to protect? What does Chilean law say about what people can and cannot do inside national parks? Present your findings as a mini-poster, a digital slide, or a 1- minute news report.
Concept MapThe Amazing Planet Earth is Our Responsibility Spheres Ecosystems EnergyPhotosynthesis .......................... .......................... .......................... .......................... Soil .......................... .......................... .......................... .......................... .......................... .......................... .......................... .......................... .......................... .......................... .......................... .......................... People should: _______________ _______________ _______________ People should: _______________ _______________ _______________ People should: _______________ _______________ _______________ People should: _______________ _______________ _______________
Use the word bank to complete the blank spaces with the correct word. There are extra words. (Check your spelling). - salt - oceans - living things - atmosphere - hydrosphere - upper mantle - crust - layers - solid - liquid bedrock - water cycle - rivers - magma - 1.- The lithosphere includes the crust and the _______________________ . 2.- Rocks in the mantle are often molten, these rocks are called ____________________ . 3.- The crust is thinner under the _______________________ . 4.- Most of the water in the hydrosphere is in _______________________ state and is mainly _______________________ water. 5.- The _______________________ represents the constant circulation of water in the hydrosphere. 6.- The _______________________ is the layer of gasses surrounding the Earth. 7.- _____________________ interact with the layers in different ways in the biosphere. II. Humans depend on the Earth’s layers to survive, what can we do to take care of each one of them. Think about a specific example for each layer. Atmosphere: Hydrosphere: Lithosphere: Biosphere: III. Answer the following questions: 1. The atmosphere is essential for life, give 3 reasons to support this statement. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2. What is the meaning of erosion? …………………………………………………………………………………………………………………………… 3. Name 3 factors that contribute to the formation of soil. 3 Points. ___________________________________ , ___________________________________ and ___________________________________ .Trivia Time 23
IV. Name each horizon and write one component for each one: V. Read the actions and color the correct category: 24 4. How do plants interact with each one of the Earth's layers? Explain. Hydrosphere: __________________________________________________________ Lithosphere: ___________________________________________________________ Atmosphere: ___________________________________________________________
VI. Read the following title. What can the government do to protect the ecosystems? Name 2 different measures. VII. Complete the formula for photosynthesis: VIII. Label each part of the plant and gasses involved according to what we learnt during our lessons. 25 ______________________________ ______________________________ ______________________________ ______________________________
26 IX. Using the image below identify and color a food chain that has producer, primary consumer, secondary consumer and tertiary consumer. X. True or false: Hervibores: Carnivores: Omnivores: 1.- ______ All hervibores are consumers. 2.- ______ All consumers are omnivores. 3.- ______ There are no decomposers in the ocean. 4.- ______ The energy which moves through consumers comes from the sun. 5.- ______ Producers eat other living things. 6.- ______ Scavengers are consumers. 7.- ______ Living things can modify the environment. 8.- ______ The environmet cannot be modify by the living things. 9.- ______ All the ecosystems are big. 10.- ______ The ecosystems can be terrestrial or aquatic. 11.- ______ Photosynthesis only occurs in green plants. 12.- ______ Photosynthesis takes place in the roots.
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E n e r g y E v erywhe r eCan we see energy? Energy cannot be created, why? How does the energy transform?Unit 2:32
33 Energy from the Sun Photosynthesis Sunlight provides necessary light and energy to plants and other producers in the food web. These producers absorb the sun’s radiation and convert it into energy through a process called photosynthesis. Producers are mostly plants (on land) and algae (in aquatic regions). They are the foundation of the food web, and their energy and nutrients are passed on to every other living organism. Fossil Fuels Photosynthesis is also responsible for all of the fossil fuels on Earth. Scientists estimate that about three billion years ago, the first producers evolved in aquatic settings. Sunlight allowed plant life to thrive and adapt. After the plants died, they decomposed and shifted deeper into the earth, sometimes thousands of meters. This process continued for millions of years. Under intense pressure and high temperatures, these remains became what we know as fossil fuels. These microorganisms became petroleum, natural gas, and coal. People have developed processes for extracting these fossil fuels and using them for energy. However, fossil fuels are a nonrenewable resource. They take millions of years to form. Solar Energy Technology Solar energy technology harnesses the sun’s radiation and converts it into heat, light, or electricity. Solar energy is a renewable resource, and many technologies can harvest it directly for use in homes, businesses, schools, and hospitals. Some solar energy technologies include solar voltaic cells and panels, solar thermal collectors, solar thermal electricity, and solar architecture. Photovoltaics use the sun’s energy to speed up electrons in solar cells and generate electricity. This form of technology has been used widely, and can provide electricity for rural areas, large power stations, buildings, and smaller devices such as parking meters and trash compactors. The sun’s energy can also be harnessed by a method called “concentrated solar power,” in which the sun’s rays are reflected and magnified by mirrors and lenses. The intensified ray of sunlight heats a fluid, which creates steam and powers an electric generator. Solar power can also be collected and distributed without machinery or electronics. For example, roofs can be covered with vegetation or painted white to decrease the amount of heat absorbed into the building, thereby decreasing the amount of electricity needed for air conditioning. This is solar architecture.
Energy 34 .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... ....................................................................................................................................
Types of Energy 35 .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... ....................................................................................................................................
Properties of Energy 36 .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... ....................................................................................................................................
Energy Resources 37 .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... ....................................................................................................................................
Renewable and Non Renewable 38 .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... ....................................................................................................................................
Responsible Use of Energy 39 .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... ....................................................................................................................................
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Trivia Time 42 I. Complete the sentences: 1) Energy can not be seen. What we can see are the _____________________ of energy. 2) The main source of energy is the _____________________ . 3) All the different types of energy can be classify into _____________________ and _____________________ . 4) When animals eat, they get the _____________________ energy from the food. 5) The energy that comes from the Sun can change into electricity by using a _____________________ . 6) Nuclear energy is transformed into _____________________ energy and then into electricity in power plants. 7) Most of the electricity we use in Chile comes from _____________________ power plants. 8) Humans use 60 to 65% of our energy to stay alive at _____________________ . 9) The energy _____________________ be destroyed. 10) The iron transforms the _____________________ energy into _____________________ energy. 11) The main cause for global warming is _____________________ pollution. 12) Energy resources can be classified into _____________________ and _____________________ . II. Choose the correct answer: 1. Potential and kinetic energy together make: a) chemical energy b) mechanical energy c) stored energy d) none of the above 2. Electrical energy is caused due to: a) Movement of atoms b) Movement of charged particles c)Opposite magnets d) Mechanical energy
Trivia Time 43 3. Batteries are an example of: I) chemical energy II) kinetic energy III) potential energy a) Only I b) I, II and III c) I and II d) I and III 4. Nuclear energy is caused due to: a) Movement of atoms which split apart or get together b) The combination of Uranium and Plutonium c) Dangerous chemical reactions d) Power plants explosions 5. When heat is applied, energy _____________ . a) stays the same b) degrades c) changes direction d) is destroyed 6. When energy moves through the wires, we can say that energy can be: a) Stored b) Transported c) Transferred d) Transformed 7. In a washing machine we can find hydraulic and sound energy. Which other type of energy can we find? a) Chemical energy b) Kinetic energy c) Nuclear energy d) None of the above 8. In photosynthesis, plants change light energy into: a) Potential energy b) Kinetic energy c) Mechanical energy d) All of the above 9. The minimum amount of energy a human needs to stay alive is called a) Photosynthesis b) Metabolism c) Basal metabolic rate d) None of the above 10. Secondary energy resources are all: a) Natural resources b) Human interfered c) Clean resources d) Necessary for life 11. Energy sources can be classified into: a) Primary or secondary b) Natural or man-made c) Renewable or nonrenewable d) Endless or in danger of extinction
44 III. Identify the property of energy in each situation. Identify the following sources and write an R for renewable and NR for non renewable. Write a P for primary or an S if it is secondary.
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H u m a n D e v elopm e n tYou began life as just one single cell ... Why are male and female bodies so different? Why do we say women have their own calendars?Unit 3:51
Stages in Human Development 52 .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ Everyone grows up in their own unique way! Even though we all go through the same big steps in life we don't do it at the exact same time. Things like your family's DNA, the food you eat, your health, and your life experiences all change how fast or slow you grow up
Social Physical Psychological .............................. ............................. .............................. .............................. .............................. .............................. .............................. .............................. ............................. .............................. .............................. .............................. .............................. .............................. .............................. ............................. .............................. .............................. .............................. .............................. .............................. Puberty 53 .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... Big changes caused by ______________________
Sexual Characteristics 54 .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ __________________________ __________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ __________________________ __________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ __________________________ __________________________ hips breast Adam’s apple Boys Both Girls
Drugs 55 .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... Drugs:_______________________________________________________ Cause: _____________________________________________________ Consequences: _____________________________________________________ How to prevent _______________________________________________________
Hygiene 56 .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... ....................................................................................................................................
Staying Healthy 57 .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... ....................................................................................................................................
Female Reproductive System 58 .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... ....................................................................................................................................
Menstrual Cycle 59 .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... ....................................................................................................................................
Male Reproductive System 60 .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... ....................................................................................................................................
Reproductive Cells 61 .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... ....................................................................................................................................
Pregnancy 62 .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... ....................................................................................................................................
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65 Puberty and stages of human development. Write the number of the stage to match with the corresponding description. Prenatal Childhood Adolescence Adulthood Advanced adulthood ____________ During this stage, the body grows rapidly. ____________ There are social, physical and psychological changes. ____________ It lasts about 40 weeks and the organs in the baby develop. ____________ The body gets ready for reproduction.. ____________ People tend to be less active ____________ Transitional period between puberty and adulthood. ____________ This stage ends with the birth. ____________ It is the longest stage. ____________ Body weakens. ____________ People learn how to read and communicate ____________ Mind and body are fully developed. ____________ There are mostly physical changes in this stage.. II. Answer. “The stages of human development are different for each person”- This statement is true. Explain. ___________________________________________________________________ __________________________________________________________________ __________________________________________________________________ What substances released by the human body are responsible for the changes that happen during puberty? Where are they produced? ___________________________________________________________________ __________________________________________________________________ __________________________________________________________________
66 III. Select if it happens to girls, boys, or both. Only one cross (X) per criteria. (4 pts.) IV. Multiple choice (5 pts.) 1.. These characteristics are generated during puberty. primary secondary social psychological 2.. These characteristics are directly related to reproduction. Social secondary primary psychological 3. These characteristics are generated during the prenatal stage. Psychological secondary social primary 4. These characteristics are not directly related to reproduction. primary social secondary psychological 5. The characteristics are also called genitals. social primary psychological secondary
67 Write the names of the organs to complete the diagrams. (8 pts.) Name of the system: _______________________________________ Function: ________________________________________________ ________________________________________________ ________________________________________________ Name of the system: __________________________________________ Function: ___________________________________________________ Read the statements. Write “T” if it is true or “F” if it is false. Correct the false ones. (11 pts.) ______ The uterus is a hollow organ with no walls. ______ In the female reproductive system, the ova is stored in the testes. ______ The vagina is also called the birth canal. ______ The vulva protects the entrance of the vagina and the anus. ______ The scrotum protects the penis. ______ The urethra only transports semen. ______ The sperm cells are produced in the epididymis, ______ Fertilization takes place in the fallopian tubes. ______ Only the prostate gland produce the liquid that protect the sperm cell ______ The membrane lining the inside of the uterus is the endometrium. ______ The semen only carries sperm cells.. ______ The sperm ducts connect the testes to the urethra. ______ The urethra is inside the seminal vesicles.
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M a t t e r a n dHea tThe room is warm and it is cold outside... you open the window, does the warm air go out or the cool air come in? Can you create matter? What is the difference between heat and temperature?Unit 4:73
States of Matter 74 .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... ....................................................................................................................................
Changes in the State of Matter 75 .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... ....................................................................................................................................
Mechanisims of Heat Transfer 76 .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... ....................................................................................................................................
Heat Versus Temperature 77 .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... ....................................................................................................................................
Cooling Water 78 .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... ....................................................................................................................................
Heating Water 79 .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... ....................................................................................................................................
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True or false: Correct the false ones. ( pts.) ______ The particles in matter that are in constant movement are called cells. _____________________________________________________________ ______ In gas particles are electrically charged. _____________________________________________________________ ______ There are general and specific properties of matter. _____________________________________________________________ ______ During melting and evaporation the temperature in water remains constant. _____________________________________________________________ ______ The two physical changes are: combustion and oxidation. _____________________________________________________________ ______ Most metals oxidize showing rust on their surface. _____________________________________________________________ ______ Solidification and reverse sublimation are examples of progressive changes. _____________________________________________________________ ______ Temperature is the measurement of heat. _____________________________________________________________ ______ The 3 different scales to measure temperature: Celsius, Fahrenheit and Kelvin. _____________________________________________________________ ______ Heat travels from cold to hot objects. _____________________________________________________________ ______ Sublimation and solidification skip the liquid state. _____________________________________________________________ ______ If the object has less density than water it sinks. _____________________________________________________________ ______ When thermal equilibrium happens there is no more heat. _____________________________________________________________ ______ In Chile temperature is measured in Fahrenheit and in the USA in Celsius. _____________________________________________________________Trivia Time 82 II. Complete the chart “states of matter”. (5 pts.)
83 II. Definitions What is matter? (1pt.) _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _____________________________________________________________________ What is thermal equilibrium? (1 pt.) _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _____________________________________________________________________ Which are the two big types of changes in the state of matter? Name and define each one of them. (2 pts.) __________________________: _________________________________________________________________ _________________________________________________________________ _________________________ : __________________________________________________________________ ________________________________________________________________ III. Look at the pictures. Identify among the two main types of changes in the state of matter in each situation. (6 pts.)
84 IV. Complete the diagram with the correct processes. Use colors red and blue to complete the diagram and the symbology for the two types of changes. (9 pts) Draw arrows showing how heat is transferred (3 pts)
85 VII. Identify the mechanism of heat transfer in each situation. (3 pts.) VIII. Think and answer. (4 pts.) “Heat and temperature are the same concept.” Is this statement true or false? Explain. _____________________________________________________________________________ _____________________________________________________________________________ ______________________________________Why are the properties of matter called “General” and “Specific”? _____________________________________________________________________________ _____________________________________________________________________________ ______________________________________
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91Clue Words
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96 My Science Learning Reflections 1.-Which was your favorite activity? ................................................................. 2.-Which science skill (observing, predicting, measuring, experimenting) do you think you improved the most? ................................................................. 3.-If you could teach one topic from this year to a younger student, what would it be? Why? ................................................................. ................................................................. 4.-What was the most interesting fact you learned in science this year? ................................................................. 5.-What did you enjoy the most about learning science this year? ................................................................. Let’s share
The Newland School Science Department Sixth Grade 2027