Grade 6 Science Worksheets

Learning Objectives

• Explain how tree growth rings form and what information they can provide about a tree’s age and growth conditions.
• Describe how ring width and ring density can reflect seasonal moisture, temperature, and disturbances such as drought or insect outbreaks.
• Use dendrochronology methods to infer past environmental and climate patterns from growth ring records.

Learning Objectives

• Describe major human impacts on forests (land conversion, extraction, fragmentation, pollution, and invasive species).
• Explain how these impacts can change habitat connectivity, soil and water quality, and species composition.
• Identify cumulative effects and why they matter for landscape-level planning.

Learning Objectives

• Explain how integrated management balances ecological, economic, and social goals in forest planning.
• Describe how ecosystem-based management, adaptive harvest planning, and monitoring help manage risks like wildfire and mountain pine beetle.
• Use stakeholder collaboration and landscape-scale thinking to support long-term forest resilience.

Learning Objectives

• Explain how reproductive structures (flowers, cones, and seeds) support plant reproduction and regeneration
• Describe how seed dispersal mechanisms (wind, animals, gravity) influence colonization patterns
• Compare vegetative propagation with seed-based reproduction using Alberta examples

Learning Objectives

• Explain how different root systems (taproots and lateral roots) help trees survive in their environment.
• Describe how roots and root-associated fungi support water and nutrient uptake, especially during drought.
• Connect belowground root processes to aboveground tree health and recovery after disturbance.

Learning Objectives

• Explain how species classification groups organisms by their roles in ecosystems (producers, consumers, decomposers).
• Distinguish native species from invasive or pest species and describe how they can affect ecosystem balance.
• Use functional classification to make predictions about energy flow and competitive relationships.

Learning Objectives

• Identify major parts of a tree (roots, trunk, branches, leaves, buds, and bark) and describe their functions.
• Explain how form–function relationships help trees survive in different habitats.
• Use tree anatomy vocabulary to answer science questions accurately.

Learning Objectives

• Describe key stewardship practices used to care for forests and land in Alberta (e.g., shelterbelts, planting, urban canopy programs, and restoration).
• Explain how stewardship actions help ecosystems by supporting habitat, reducing erosion, and regulating water.
• Connect local land-care choices to broader regional benefits such as carbon storage and healthier landscapes.+ Show more

Learning Objectives

• Use criteria to judge whether a scientific claim is supported by the evidence and methods provided.
• Evaluate relevance, consistency with observed patterns, and uncertainty when assessing claims.
• Match the scope of a claim to the strength and limits of the dataset.+ Show more

Learning Objectives

• Identify key parts of a data table, including clear headings and units
• Use consistent time stamps and metadata to make measurements interpretable and reusable
• Distinguish between raw measurements and information needed for later analysis

Learning Objectives

• Identify key metadata, temporal resolution, and spatial coverage when using digital sources for local environmental inquiry.
• Distinguish between types of digital sources such as datasets, sensors, and satellite-derived remote sensing products.
• Explain how licensing and standardized formats affect data use and comparison across providers.

Learning Objectives

• Distinguish between systematic error and random error using examples from science measurements
• Identify how replication, calibration records, and environmental conditions affect the reliability of data
• Explain how errors can change either the average result or the scatter of results+ Show more

Learning Objectives

• Explain how to turn observations into clear scientific claims supported by evidence.
• Summarize patterns in data using descriptive statistics and appropriate visuals.
• Use science communication conventions, including units and citing data sources.

Learning Objectives

• Match data types to the most appropriate graph (line, bar, or scatter plot).
• Choose a suitable scale and axis labels to avoid misleading graph impressions.
• Use annotations to highlight important patterns or relationships in data.

Learning Objectives

• Explain how integrated synthesis connects question framing, fair study design, measurement strategy, data handling, and evidence-based reporting.
• Identify practices that improve cross-site comparability and data provenance in multi-site environmental monitoring.
• Evaluate claims by matching them to documented methods, limitations, and the strength of combined evidence.

Learning Objectives

• Identify independent, dependent, and controlled variables in a fair test.
• Choose an appropriate control condition and justify it using evidence-based reasons.
• Plan consistent measurement steps so results can be compared and repeated.

Learning Objectives

• Explain why choosing appropriate units and measurement tools improves the accuracy of collected data.
• Describe how calibration and consistent recording support reliable comparisons over time and location.
• Use measurement tools to collect, organize, and interpret observations in science investigations.

Learning Objectives

• Explain what measurement uncertainty means and why measurements can vary.
• Identify common sources of uncertainty in scientific observations and instruments.
• Use simple strategies (repeated measures, ranges, and percent error) to estimate uncertainty.+ Show more

Learning Objectives

• Explain what an operational definition is and why it improves clarity in science measurements.
• Identify key components of an operational definition, including units, measurement location, and timing.
• Convert qualitative observations into quantitative measurements using a clear measurement protocol.

Learning Objectives

• Identify patterns in time-based and space-based data using visual inspection and descriptive statistics.
• Use moving averages and basic seasonal ideas to smooth noise and reveal long-term changes.
• Explain how anomalies can be detected and why environmental drivers may provide plausible explanations.

Learning Objectives

• Explain the purpose of sampling methods and why samples must represent a larger population or area
• Compare random, stratified, and systematic sampling and describe when each may be useful
• Use sampling choices to predict how strong (or limited) the conclusions from data might be

Learning Objectives

• Select and handle measurement tools safely by following proper PPE, storage, and cleaning practices.
• Explain why calibration checks and battery management help prevent inaccurate data and equipment damage.
• Use contamination-prevention protocols when working near wetlands or river edges.

Learning Objectives

• Differentiate independent, dependent, and controlled variables in an investigation.
• Explain why scientists hold control variables constant and use operational definitions.
• Interpret how measurement consistency helps reveal real patterns in environmental data.

Learning Objectives

• Explain how leaf structure supports gas exchange, photosynthesis, and transpiration
• Compare broadleaf deciduous and needlelike conifer leaves in terms of water use and seasonal effects
• Describe how stomatal regulation, leaf area, and chlorophyll influence growth and carbon balance

Learning Objectives

• Describe how systematic sky observations help identify repeating patterns over time.
• Explain how Earth’s rotation and the Moon’s movement affect what we see in the sky.
• Use simple records (sunrise/sunset times, Moon phases, and star positions) to make observational conclusions.

Learning Objectives

• Explain how heat transfer changes matter by changing the motion of particles and the temperature.
• Describe how melting, freezing, evaporation, and boiling relate to energy and states of matter.
• Use evidence from everyday observations to predict when a phase change will occur.

Learning Objectives

• Explain how magnetic separation sorts mixtures based on magnetic properties
• Describe what happens to magnetic vs. nonmagnetic materials when a magnet is used
• Use observations to justify the separation results without changing substances

Learning Objectives

• Identify observable properties of matter such as color, hardness, texture, and conductivity
• Classify matter using measurable or noticeable traits and by form (solid, liquid, gas)
• Use evidence from properties to explain how different substances can be distinguished and predicted

Learning Objectives

• Explain how decomposers break down dead organisms and waste to return materials to the ecosystem.
• Describe the roles of fungi and bacteria in nutrient cycling within soil and water.
• Connect nutrient availability to ecosystem growth patterns over time.

Learning Objectives

• Explain how cells form tissues, tissues form organs, and organs form body systems.
• Match body organization levels to their functions in the body.
• Describe how changes at one organization level can affect overall system performance.

Learning Objectives

• Describe the major parts of a cell and their basic functions (cell membrane, cytoplasm, nucleus, and organelles).
• Explain how cell structure helps support life processes by organizing materials and controlling interactions.
• Use science vocabulary to distinguish shared and distinct cell features.

Learning Objectives

• Explain how the heart’s rhythmic pumping and vessel network move blood through the body
• Compare arteries, veins, and capillaries based on structure and function
• Describe how capillaries support exchange of oxygen, nutrients, and wastes with body cells

Learning Objectives

• Explain how competition for limited resources can affect organisms’ survival and population sizes
• Identify traits that influence access to resources, feeding timing, and tolerance to conditions
• Use evidence from examples to distinguish direct competition from indirect effects on community members

Learning Objectives

• Explain how matter cycles through living and non-living parts of an ecosystem instead of being used up.
• Describe how models with reservoirs and flows show movement of matter among air, water, soil, and organisms.
• Use examples involving carbon and water to trace matter transfer through plants, consumers, and wastes.

Learning Objectives

• Explain how cells convert energy and exchange materials using linked pathways such as photosynthesis and cellular respiration.
• Describe how diffusion spreads materials across membranes and how transport mechanisms move materials when diffusion is not enough.
• Connect concentration gradients to the direction and rate of material movement into and out of cells.

Learning Objectives

• Explain how predator and prey populations affect each other in an ecosystem
• Describe how prey adaptations can reduce capture and influence survival
• Use cause-and-effect reasoning to predict population changes over time

Learning Objectives

• Explain how the respiratory system exchanges gases using diffusion across gas-exchange surfaces.
• Describe how the digestive system breaks food into smaller molecules that can enter circulation.
• Connect coordinated air flow and digestion to energy release in cells.

Learning Objectives

• Explain how climate data collected over many years is different from weather data about one day.
• Interpret how graphs of temperature and precipitation show averages, variability, and possible extremes.
• Use evidence from multiple years to compare current climate patterns with historical baselines.

Learning Objectives

• Explain how the lithosphere, hydrosphere, atmosphere, and biosphere interact as connected Earth systems
• Describe how energy from the Sun drives cycles that move water, gases, and heat
• Use cause-and-effect reasoning to predict how changes in one system can affect other systems

Learning Objectives

• Explain how erosion and deposition reshape Earth’s surface over time.
• Identify the main agents of erosion (moving water, wind, ice, and gravity) and describe how they move sediment.
• Describe factors that affect erosion and deposition, including slope, rock resistance, vegetation, and water-flow strength.

Learning Objectives

• Explain how gravity and slope instability cause mass wasting to move rock and soil downhill.
• Identify common triggers of mass wasting, including heavy rainfall, freeze-thaw, earthquakes, and erosion.
• Describe how deposited debris can change drainage and affect later erosion.

Learning Objectives

• Explain how Earth’s rotation causes day and night.
• Describe how Earth’s orbit and tilted axis lead to seasonal changes.
• Connect the Moon’s orbit to phases and the recurring monthly pattern.

Learning Objectives

• Explain how water flow speed and wind strength affect the sizes of particles that can be transported
• Describe how decreasing energy leads to sorting and layered sediment deposits
• Identify real-world examples of sediment sorting patterns in streams, beaches, and river deltas

Learning Objectives

• Explain the main steps of the water cycle and how they move water between Earth systems.
• Describe how water storage in glaciers and groundwater affects freshwater availability over time.
• Use water-cycle vocabulary to predict how land cover and temperature influence infiltration and streamflow.

Learning Objectives

• Explain the difference between weather and climate using examples
• Identify which observations describe short-term conditions versus long-term patterns
• Use simple evidence (daily vs. multi-year observations) to support a weather/climate claim

Learning Objectives

• Explain the difference between criteria and constraints in the design process.
• Identify examples of criteria and constraints in a real-world design task.
• Use evidence to justify whether a proposed solution meets criteria while respecting constraints.

Learning Objectives

• Explain how a design problem starts with a need and measurable requirements.
• Identify how sketches, dimensions, performance goals, and constraints guide possible solutions.
• Use safety and budget constraints to evaluate or improve a design.

Learning Objectives

• Explain how evaluation results guide iterative improvements in a design
• Identify how revised designs can improve performance while respecting constraints and safety limits
• Use cause-and-effect reasoning to predict what design changes should happen next