FICHAS 6º

Extension and Reinforcement Worksheets6th Grade

Science

The material for the Extension and Reinforcement Worksheets comes from the Casa del Saber project and is a collaborative work, created and designed by the Department of Educational Research of Santillana. Richmond adaptedthe Casa del Saber project and created an English version.

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The Reinforcement and Extension Worksheets were created to support teachers in the classroom.

The reinforcement worksheets help to support students knowledge in each unit according to learning achievements.

The extension worksheets are intended to give students a more in depth look at the content.

There are 20 worksheets (10 reinforcement and 10 extension) aimed at practicing the objectives of each unit of the 6th Grade Science Students book

Introduction

Name: Class: Date:

6th Grade Science

Reinforcement Worksheet 1

1.Write the number that corresponds to the description below.

1

2

3

4

Organs shaped like almonds, where the oocytes form.

Ducts that connect the ovaries with the uterus and whose function is to conduct the oocytes.

Duct that connects the uterus to the exterior; one of its functions is to release the endometrium.

Muscular organ where the endometrium is found and an embryo is formed.

2. Read the following statements carefully and write T for true and F for false. Correct the false statements.

a. Drug dependency occurs when the consumer needs to ingest the drug occasionally.

b. The effect that a drug consumer feels the first time taking a drug is known as tolerance.

c. Addiction is the uncontrollable impulse to consume drugs.

Unit 1

6th Grade Science

3. Describe the characteristics of the stage of human development of each person in the images below.

4. Describe the benefits of doing physical activity.

Unit 1

Name: Class: Date:

6th Grade Science


1.Write the name of each organ indicated in the image below.

2. Identify each drug based on the effects described below.

Description Drug

Confusion and loss of perception of surroundings. Sleepiness

and relaxation.

States of ecstasy, aggressiveness, and euphoria. Decrease in sleep

and appetite.

Alteration in perception, feelings, and sensations. Auditory and

visual hallucinations.

3.Write three personal hygiene habits.

Unit 1

6th Grade Science

1. The following diagram shows a womans reproductive cycle. Look at it and then answer the questions below.

Days 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

Thickness of the endometrium

OvulationMenstruation

a.Why can a woman not get pregnant between days 1 and 4?

b. Between which days does ovulation take place? Describe the uterus during this time.

c. Why is the endometrium thicker between days 21 and 25?

d. If a woman has a menstrual cycle of 25 days, what would be the approximate day that she ovulates? Explain why.

Name: Class: Date:

Extension Worksheet 1

Unit 1

6th Grade Science

2. Observe and analyze the graph below.

80%

2%

4%

6%

8%

10 12 14 16 18

Marijuana Cocaine or crack

Age they start

% of the

pop

ulation from

8th

grad

e to 12t

h grad

e

Graph 1: Total annual incidence of marijuana and cocaine consumption in school-age populations from 13 to 18 years old

a. At what age is there a higher risk of starting to consume both drugs?

b.Which is the drug consumed the most by young people?

c. How are these drugs classified?

Unit 1

6th Grade Science

Name: Class: Date:


1. Analyze the table below and answer the questions that follow.

Percentage of tobacco consumption in school-age population by sex

Year Male Female

2003 14.8 16.7

2005 14.2 16.5

2007 12.5 14.7

2009 11.6 13.9

2011 7.5 8.7

Source:: www.senda.gob.cl

a. Is there a difference in the consumption of tobacco between males and females? Explain.

b. Over the years, can it be affirmed that a decrease in the consumption of tobacco in both males and females has occurred?

c. In which year was the most tobacco consumed in total?

d.How does tobacco consumption damage a persons health?

Unit 1

6th Grade Science

2.Write the name of each structure below.

3. Look at the image and answer the questions that follow.

A

B

C

a.What would happen if structure A were to break off from the spermatozoon?

b.What function is structure B responsible for?

Unit 1

6th Grade Science

Name: Class: Date:


1. In the following diagram, draw a from the plant to the elements it needs for the process of photosynthesis, and a from the plant to the products of this process.

glucose

soil

carbon dioxide

lipids

nitrogen

oxygen

nutrients

water

2.Write T for true and F for false. Correct the false statements.

a. Photosynthesis and respiration are opposite processes.

b. Oxygen is a gas that plants release and that living things use for respiration.

c. Carbon dioxide is a waste product of respiration, but is required in the process of photosynthesis.

d. Photosynthesis is a process exclusive to plants and respiration is a process exclusive to animals.

e. Photosynthesis is more efficient with higher concentrations of light.

Unit 2

6th Grade Science

3.What is the difference between an autotroph and a heterotroph?

4. Look at the following image and complete the activities that follow.

a. Complete the table below giving an example for each type of organization.

Organization Example

Individual

Population

Community

Ecosystem

b. Classify the components in the image.

Living things Inert matter

Unit 2

6th Grade Science

Name: Class: Date:


1. Look at the following trophic web and complete the table that follows.

Which is the producer?

What are the primary consumer

organisms?

What are the secondary consumer

organisms?

Where does the snake get energy from?

Where does the energy in this web

originally come from?

If the snake were to disappear, what

would happen to this trophic web?

Unit 2

6th Grade Science

2.What is the difference between an autotrophic and a heterotrophic organism? Explain and give two examples of each type of organism.

3. Mark each image with an A if it is an autotrophic organism and an H if it is a heterotrophic organism.

Unit 2

6th Grade Science

Name: Class: Date:

1. A group of students made an experiment to measure the effect of concentration of light on the efficiency of photosynthesis in plants. They took 10 elodea plants, put each in a test tube with water, and put

them under lamps of differing brightness (increasing the brightness of the lamp increases the intensity

of light). Starting from this, they determined the amount of bubbles produced in each tube during one

hour. The results are shown in the following table:

Plants

Variables 1 2 3 4 5 6 7 8 9 10

Brightness of the lamp(Watt)

20 40 60 80 100 120 150 170 180 200

Amount of bubbles 178 207 223 258 297 358 389 323 251 201

2. According to the information above, answer the questions:

a.What are the variables in this experiment?

b. Under what intensity is photosynthesis most efficient?

c. According to the table data, is it correct to affirm that photosynthesis is always more efficient under more intense light? Explain.


Unit 2

6th Grade Science

d.Considering the products of photosynthesis, how else could you test what aspect of the process is most efficient in producing photosynthesis?

e. Create a graph using the information from the table.

f. According to the experiment, what effect does the intensity of light have on the process of photosynthesis? Explain.

Unit 2

6th Grade Science

Name: Class: Date:


1. Franks class visits one of the regions natural reserves every year, where the students record the population of animals there. The following tables show the information recorded by Frank in 2012 and

the information noted by other students in 2005.

Records from 2005

Species Number

Worms 38

Thrush 26

Sparrow 23

Chimango caracara 13

Foxes 3

Records from 2012

Species Number

Worms 17

Thrush 14

Sparrow 0

Chimango caracara 2

Foxes 0

Francisco found out than in 2007 lands located next to the reserve were allotted for agriculture. Taking

into account this information, answer the following:

a.What has happened to the species the students studied

b.What can the differences in the records be attributed to? Explain.

Unit 2

6th Grade Science

c. Draw a food chain with some of the species the students recorded.

d.Create a graph comparing the information from both tables.

e. What measures would you propose to protect the living things in this reserve?

Unit 2

6th Grade Science

Name: Class: Date:

1. Carefully read the following statements and write T for true and F for false. Explain the answers marked false.

a. Thermal energy is an energy transferred between two objects that have different temperatures.

b. Exploitation of renewable resources are sustainable for use in the future.

c. Photosynthetic organisms turn chemical energy into light energy.

d. Mechanical energy may be found as kinetic or potential energy.

e. The amount of energy a person needs is called base metabolism.

2. Explain how energy is transformed in the following examples.


Unit 3

6th Grade Science

Name: Class: Date:


1. Identify the properties of energy at work in the following situations.

a Putting a spoon in a hot tea cup.

b Using an electric mixer.

c A rollercoaster car.

d A laptop battery.

2.What energy transformations are being produced in the following images?

Unit 3

6th Grade Science

Name: Class: Date:

1. Look at the image below and answer the questions that follow.

a.What forms of energy is the plant using?

b. How is electric energy produced?

2. After investigating, Claudio concluded that an objects energy is not conserved when it falls from a certain height, because the friction of the air slows it down, decreasing the energy with which it fell.

a.What properties of energy does Claudio include in his conclusion?


Unit 3

6th Grade Science


1. Respond to the following questions about photosynthesis.

a.What energy transformation is produced?

b.Why is this transformation important to living things?

2. In Chile, the principle central electricity generators are hydroelectric. Do you think these are important to build? Why?

3. The following data was recorded during an experiment:

Car 1 Car 2 Car 3

Speed 5 m/s 5 m/s 5 m/s

Mass 100 g 120 g 150 g

a.What are the experiments variables?

b.Which of the three cars will have greater energy? Why?

Name: Class: Date:

Unit 3

6th Grade Science

Name: Class: Date:

1. Represent the particles of the following states of matter.

2.Mark the situations in which there is a change of state.

a. A vase breaks into pieces.

b. A snowman melts under the Sun.

c. An orange is squeezed for its juice.

d. Ice on leaves on a very cold morning.

e. Tea boiling in the kitchen.

3.When one liquid substance gives off heat to another, the kinetic energy of its particles decreases and so does its volume. In this way, a liquid substance tends to occupy more space than the same

substance in its solid state. What happens to the volume of water when it freezes? Explain.


Unit 4

Name: Class: Date:

6th Grade Science


1. Identify the mechanism of heat transfer shown in each image.

2. Complete the following table with the characteristics of the physical states of water.

Characteristics of the physical states of water

Solid Liquid Gaseous

3. Catalina measured the temperature of water contained in two glasses. The water in glass A has a temperature of 60 C and the water in glass B, 10 C. Considering that both glasses contain the same

amount of water, answer the following:

a. In which glass do the water particles have more kinetic energy? Why?

Unit 4

6th Grade Science

Name: Class: Date:


1. Read the following information, then answer the questions.

In a laboratory, Val and Joseph put a cup of very cold water into a container of hot water. Then, every 3

minutes they measured the temperature of the water in the cup and that of the water in the container.

Their results are shown in the table below.

Time (min)

Temperature of the Water in the Container (C)

Temperature of Cup of water

0 70 5

3 50 7

6 35 9

9 28 11

12 23 13

15 19 14

18 15 15

21 15 15

a.What happened to the two sources of water?

b.Why will the water in both containers have the same temperature at some point?

c. At what temperature is thermal equilibrium reached?

d.Between which bodies does heat transfer occur?

Unit 4

Name: Class: Date:

6th Grade Science


1. Explain what happens in each section of water heating curve.

A

B C

D E

F

0

100

Temperature (C)

Time (min)

a. Line AB

b. Line BC

c. Line CD

d. Line DE

e. Line EF

Unit 4

6th Grade Science

2.Make a graph of the water heating curve using the following information regarding each section.

Line AB

When the water vapors temperature decreases, the particles lose kinetic energy and its volume quickly

contracts.

Line BC

The water is in a liquid and gaseous state. Temperature remains constant.

Line CD

A majority of the water vapor has condensed. While the temperature decreases, the condensation of

water vapor continues until it reaches a point of solidification.

Line DE

Solidification produced. The water can be seen in a liquid and solid state, and the temperature remains

constant.

Line EF

Water is only found in a solid state, in other words, as ice.

0

100

Temperature (C)

Time (min)

Unit 4

6th Grade Science

Name: Class: Date:


1.Write the letters of the characteristics of the biosphere according to the layers found in each box below.

a. Gaseous layer. b. Earths crust.c. Salt and fresh water.d.Meteorological phenomena. e. Presence of water vapor.f. Presence of silica, iron, and calcium.g. Ozone layer.h.Lakes and rivers.i. Troposphere.j. Crust, mantle, and core.

2. Relate the biosphere layers below with the use each provides to humanity.

Use of nitrogen in technological processes.

Extraction of metallic and non-metallic minerals.

Generation of electrical energy using wind generators.

Agroforesty activities.

Generation of electrical energy from geothermal plants.

Hydrosphere

Lithosphere

Atmosphere

Hydrosphere

Lithosphere

Atmosphere

Unit 5

6th Grade Science

3. Carefully read the following statements. Write T for true and F for false. Explain the false statements.

a. Acid rain is produced by gas emissions such as sulfur and nitric oxides.

b. Construction of new cities increases the ability of soils to absorb rain water

c. Water polluted by humans can be classified as wastewater, or water polluted by industry, agriculture, or livestock.

d. The ozone layer is continually thinning due to the reaction between water vapor and polluting gases.

e. Illegal landfills cause soil and water pollution.

f. Construction of reservoirs strongly alters the atmosphere.

g. The gases that have a greenhouse effect are methane, carbon dioxide, CFCs, water vapor, and carbon monoxide.

4.Mark the measures you should take to protect the hydrosphere with a 3 .

Save electric energy.

Increase the elimination of waste from industry.

Increase water treatment.

Unit 5

6th Grade Science

Name: Class: Date:


1. Complete the following table comparing soil horizons.

Horizons LocationPrinciple Physical

Components Presence of Living Things

O

A

B

C

R

2. Complete the following table comparing types of natural erosion.

Type of erosion Causes Consequences

Pluvial

Fluvial

Glacial

Wind

Unit 5

6th Grade Science

Name: Class: Date:


1. A boy removed three types of soil and put each in different containers (A, B, and C).

Sample A Sample B Sample C

He added 50 ml of water to each and obtained the following results relating to water filtration and

retention.

Water filtered (ml) Water retained (ml)Sample A 25 25Sample B 40 10Sample C 50 0

a. According to the results of the water retained, indicate what type of soil corresponds to each sample:

Sample A:

Sample B:

Sample C:

b. If the three soil samples were taken to a laboratory for analysis, what physical characteristics would each have?

Sample A Sample B Sample C

Unit 5

6th Grade Science

Name: Class: Date:


Read the following paragraph and then answer the questions below.

An Idea about Soil Erosion

In areas with abundant vegetation, natural erosion is less than in those areas

that have little or no vegetation. This must be because the roots of plants help to

retain the particles that form humus, organic matter which has a great capacity

for retaining water.

1. Complete each of the parts of the scientific procedure that proves the idea above.

a. Variables

Independent variable

Dependent variable

b. Research question

c. Hypothesis

Unit 5

6th Grade Science

d. Experimental Procedure

Supplies

Steps

2. Explain how you incorporated the research question variables into the experiment procedure.

3. How will the variables be measured?

Unit 5

6th Grade Science

Notes

Unit 5

Extension and Reinforcement Worksheets

Documents

FICHAS 6º