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Cells, organs and body systems — Take-Home — 6th Grade Explains how cells build tissues, organs and systems, and how two systems work together. This one-page 6th Grade take-home carries the two-minute check that tells you whether the skill is wobbly, then "Follow the Oxygen" — 25 minutes with paper, coloured pens, a stopwatch — plus what to say when it…
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Cells, organs and body systems SCIENCE · 6TH GRADE Name Date TAKE-HOME PRACTICE Science · 6th Grade 25 minutes WHAT THIS BUILDS Explains how cells build tissues, organs and systems, and how two systems work together. 1 THE TWO-MINUTE CHECK ASK "Put these in order: organ, cell, tissue, system. How do the lungs and the blood work together?" A SOLID ANSWER The correct order and one clear link between two systems. Not yet Getting there Solid 2 FOLLOW THE OXYGEN You need: Paper, Coloured pens, A stopwatch Draw the journey of one oxygen molecule from air to a muscle cell and back as CO2. Label which system handles each stage. Measure resting pulse, then run up and down stairs and measure again. Explain the increase in terms of the whole chain of systems. Predict what happens to breathing rate too, then test it. SAY THIS WHEN IT STALLS "Why did your heart rate go up? Trace it all the way back to what the muscle cells needed." Draw and label just the respiratory system. Add the nervous system's role in regulating the rate, and explain the feedback loop. IF IT'S TOO HARD IF IT'S TOO EASY Did it M T W T F Full year of take-homes: www.littleactivity.com/takehome/grade-6 www.littleactivity.com 6th Grade · Science
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Cells, organs and body systems SCIENCE · 6TH GRADE Name Date TAKE-HOME PRACTICE Science · 6th Grade 25 minutes WHAT THIS BUILDS Explains how cells build tissues, organs and systems, and how two systems work together. 1 THE TWO-MINUTE CHECK ASK "Put these in order: organ, cell, tissue, system. How do the lungs and the blood work together?" A SOLID ANSWER The correct order and one clear link between two systems. Not yet Getting there Solid 2 FOLLOW THE OXYGEN You need: Paper, Coloured pens, A stopwatch Draw the journey of one oxygen molecule from air to a muscle cell and back as CO2. Label which system handles each stage. Measure resting pulse, then run up and down stairs and measure again. Explain the increase in terms of the whole chain of systems. Predict what happens to breathing rate too, then test it. SAY THIS WHEN IT STALLS "Why did your heart rate go up? Trace it all the way back to what the muscle cells needed." Draw and label just the respiratory system. Add the nervous system's role in regulating the rate, and explain the feedback loop. IF IT'S TOO HARD IF IT'S TOO EASY Did it M T W T F Full year of take-homes: www.littleactivity.com/takehome/grade-6 www.littleactivity.com 6th Grade · Science
Sound Vibration Experiment SCIENCE · 1ST GRADE Name Date Fill in this page as you do your investigation. What are we finding out? How do vibrations make sound? What we need: tuning fork, rubber band, drum, cup of water, rice What I think will happen: Write your own: If I change ___, then ___ because ___ What I will change: Object that is vibrating What I will watch: Whether you can see, feel, or hear the vibration What to do: 1. Strike the tuning fork — touch water surface 2. Put rice on a drum — tap the drum 3. Pluck a rubber band — watch it move 4. Hold the tuning fork to your hand — feel it 5. Record what you see, feel, and hear What we saw: Object See It? Feel It? Hear It? Tuning fork Water splashes Tickles hand Humming sound Drum + rice Rubber band What I learned: Sound is made by... I could see vibrations when... www.littleactivity.com 1st Grade · Science
Diagram — Light Spectrum SCIENCE · 1ST GRADE Name Date Label the diagram. Use the word bank below. Light Spectrum Prism White Light Red Orange Yellow Green Blue Violet Word Bank: green yellow orange red blue violet Which part matters most, and why? www.littleactivity.com 1st Grade · Science Lab Report — Pitch SCIENCE · 1ST GRADE Name Date Fill in this page as you do your investigation. What are we finding out? What makes sounds high or low? What we need: rubber bands (thick & thin), glasses with water, ruler What I think will happen: Write your own: If I change ___, then ___ because ___ What I will change: Size, length, or thickness of the object What I will watch: Whether the pitch is high or low What to do: 1. Pluck a thick rubber band — note the pitch 2. 3. Tap glasses with different water levels 4. 5. Record your observations What we saw: Object Thick/Thin? Pitch (high/low) Thick rubber band Thin rubber band Glass — lots of water What I learned: Now change one other thing and predict what happens. www.littleactivity.com 1st Grade · Science
Lab Report — Volume SCIENCE · 1ST GRADE Name Date Fill in this page as you do your investigation. What are we finding out? What makes sounds loud or soft? What we need: ruler, rubber band, drum/pot, pencil, cup What I think will happen: Write your own: If I change ___, then ___ because ___ What I will change: How hard you pluck, hit, or tap the object What I will watch: How loud or soft the sound is What to do: 1. Pluck a rubber band gently — listen 2. 3. Tap the drum softly, then loudly 4. 5. Record your results in the table What we saw: Object Soft Tap Hard Tap Rubber band Drum/pot Ruler on desk What I learned: What could have made this test unfair? www.littleactivity.com 1st Grade · Science
Lab Report — How Does Sound Travel? SCIENCE · 1ST GRADE Name Date Fill in this page as you do your investigation. What are we finding out? How does sound travel through different materials? What we need: tuning fork, string phone (cups + string), water, desk, ruler What I think will happen: Write your own: If I change ___, then ___ because ___ What I will change: Material sound travels through (air, string, water, desk) What I will watch: How loud or clear the sound is What to do: 1. Strike the tuning fork and listen in air 2. Press the fork against the desk and listen 3. Put the fork in water and observe 4. Use the string phone and listen 5. Compare results in your table What we saw: Material Loud/Soft? Clear/Muffled? Air Desk (solid) Water Trial 4 What I learned: Sound travels best through... because... www.littleactivity.com 1st Grade · Science
Lab Report — Transparent, Opaque, and Translucent SCIENCE · 1ST GRADE Name Date Fill in this page as you do your investigation. What are we finding out? Which material is best for the job — and why? What we need: paper, foil, cloth, plastic, wood block, water, weights What I think will happen: If I test each material, then the strongest one will be... What I will change: The material being tested What I will watch: Whether it is hard, bendy, waterproof or strong What to do: 1. Feel each material and describe it 2. 3. Drip water on each and watch 4. 5. Record what you found What we saw: Material Bendy or stiff? Waterproof? Foil Paper Wood Trial 4 What I learned: The best material for a raincoat would be... because... www.littleactivity.com 1st Grade · Science
