What's New: Worksheets and Study Guides

Living and Nonliving Kindergarten Science
Living and Nonliving Kindergarten Science
Skip Counting Second Grade Math
Beginning and Ending Sounds Kindergarten English Language Arts
Double Digit Addition without Regrouping Second Grade Math
Counting Syllables Kindergarten English Language Arts
Attributes First Grade Math

Colorado Standards for Seventh Grade Science

Acids, bases and saltsWorksheets: 4Study Guides: 1Vocabulary: 1Agents of Erosion and DepositionFreeWorksheets: 3Study Guides: 1Vocabulary: 4Bacteria and VirusesWorksheets: 4Study Guides: 1Vocabulary: 4Cell ReproductionWorksheets: 3Study Guides: 1Vocabulary: 8Chemistry in our worldWorksheets: 3Study Guides: 1Vocabulary: 1ClimateWorksheets: 3Study Guides: 1Vocabulary: 5Elements and the periodic tableWorksheets: 4Study Guides: 1Vocabulary: 2Energy and energy resourcesWorksheets: 3Study Guides: 1Vocabulary: 2Energy: Forms and ChangesWorksheets: 3Vocabulary: 3Exploring the Oceans/OceanographyWorksheets: 3Study Guides: 1Vocabulary: 5ForcesWorksheets: 4Study Guides: 1Vocabulary: 1Mixtures, solutions and compoundsWorksheets: 3Study Guides: 1Vocabulary: 1MotionWorksheets: 4Study Guides: 1Vocabulary: 1Our Solar SystemWorksheets: 4Study Guides: 1Vocabulary: 3Protists and FungiWorksheets: 4Study Guides: 1Vocabulary: 6SoundWorksheets: 3Vocabulary: 4Technology in our worldWorksheets: 3Study Guides: 1Vocabulary: 1The Sun-Earth-Moon SystemWorksheets: 4Study Guides: 1Vocabulary: 5Weathering of rocks and soil formationWorksheets: 4Study Guides: 1Vocabulary: 4Work and machinesWorksheets: 4Study Guides: 1

CO.2. Life Science

2.1. Individual organisms with certain traits are more likely than others to survive and have offspring in a specific environment. Students can:

2.1.a. Develop, communicate, and justify an evidence-based explanation for why a given organism with specific traits will or will not survive to have offspring in a given environment
2.1.b. Analyze and interpret data about specific adaptations to provide evidence and develop claims about differential survival and reproductive success
2.1.c. Use information and communication technology tools to gather information from credible sources, analyze findings, and draw conclusions to create and justify an evidence-based scientific explanation
2.1.d. Use computer simulations to model differential survival and reproductive success associated with specific traits in a given environment

2.2. The human body is composed of atoms, molecules, cells, tissues, organs, and organ systems that have specific functions and interactions. Students can:

2.2.a. Develop and design a scientific investigation about human body systems
2.2.b. Develop, communicate, and justify an evidence-based scientific explanation regarding the functions and interactions of the human body
2.2.c. Gather, analyze, and interpret data and models on the functions and interactions of the human body

2.3. Cells are the smallest unit of life that can function independently and perform all the necessary functions of life. Students can:

2.3.a. Gather, analyze, and interpret data and models on the different types of cells, their structures, components and functions
2.3.b. Develop, communicate, and justify an evidence-based scientific explanation regarding cell structures, components, and their specific functions
2.3.c. Compare and contrast the basic structures and functions of plant cells, animal cells, and single-celled organisms
2.3.d. Employ tools to gather, view, analyze, and report results for the scientific investigations of cells

2.4. Photosynthesis and cellular respiration are important processes by which energy is acquired and utilized by organisms. Students can:

2.4.a. Gather, analyze, and interpret data regarding the basic functions of photosynthesis and cellular respiration
2.4.b. Use direct and indirect evidence to describe the relationship between photosynthesis and cellular respiration within plants - and between plants and animals
2.4.c. Use computer simulations to model the relationship between photosynthesis and cellular respiration within plants - and between plants and animals

CO.3. Earth Systems Science

3.1. Major geologic events such as earthquakes, volcanic eruptions, mid-ocean ridges, and mountain formation are associated with plate boundaries and attributed to plate motions. Students can:

3.1.a. Gather, analyze, and communicate data that explains Earth's plates, plate motions, and the results of plate motions
3.1.b. Identify, interpret, and explain models of plates motions on Earth
3.1.c. Use maps to locate likely geologic ''hot spots'', using evidence of earthquakes and volcanic activity
3.1.d. Use web-based or other technology tools to show connections and patterns in data about tectonic plate boundaries and earthquakes, volcanic eruptions, and mountain formation

3.2. Geologic time, history, and changing life forms are indicated by fossils and successive sedimentation, folding, faulting, and uplifting of layers of sedimentary rock. Students can:

3.2.a. Describe the geologic time scale and why it is used
3.2.b. Identify and describe the impact of major geologic events on life on Earth
3.2.c. Identify and describe major events in Earth's geologic history
3.2.d. Use direct and indirect evidence to determine the sequence of events in geologic time

NewPath Learning resources are fully aligned to US Education Standards. Select a standard below to view correlations to your selected resource:

21st Century Skills FrameworkAlabama Common Core StandardsAlabama StandardsAlaska StandardsArizona Common Core StandardsArizona StandardsArkansas Common Core StandardsArkansas StandardsCalifornia Common Core StandardsCalifornia StandardsColorado StandardsCommon Core State StandardsConnecticut Common Core StandardsConnecticut StandardsDelaware Common Core StandardsDelaware StandardsFlorida Common Core StandardsFlorida Standards (NGSSS)Georgia Common Core StandardsGeorgia StandardsHawaii Common Core StandardsHawaii StandardsIdaho Common Core StandardsIdaho StandardsIllinois Common Core StandardsIllinois StandardsIndiana Common Core StandardsIndiana StandardsIowa Common Core StandardsIowa Core StandardsKansas Common Core StandardsKansas StandardsKentucky Common Core StandardsKentucky StandardsLouisiana Common Core StandardsLouisiana StandardsMaine Common Core StandardsMaine StandardsMaryland Common Core StandardsMaryland StandardsMassachusetts Common Core StandardsMassachusetts StandardsMichigan Common Core StandardsMichigan StandardsMinnesota Common Core StandardsMinnesota StandardsMississippi Common Core StandardsMississippi StandardsMissouri Common Core StandardsMissouri StandardsMontana Common Core StandardsMontana StandardsNational STEM StandardsNebraska StandardsNevada Common Core StandardsNevada StandardsNew Hampshire Common Core StandardsNew Hampshire StandardsNew Jersey Common Core StandardsNew Jersey StandardsNew Mexico Common Core StandardsNew Mexico StandardsNew York Common Core StandardsNew York StandardsNext Generation Science StandardsNorth Carolina Common Core StandardsNorth Carolina StandardsNorth Dakota Common Core StandardsNorth Dakota StandardsOhio Common Core StandardsOhio StandardsOklahoma Common Core StandardsOklahoma StandardsOregon Common Core StandardsOregon StandardsPennsylvania Common Core StandardsPennsylvania StandardsRhode Island Common Core StandardsRhode Island StandardsSouth Carolina Common Core StandardsSouth Carolina StandardsSouth Dakota Common Core StandardsSouth Dakota StandardsTennessee Common Core StandardsTennessee StandardsTexas TEKS StandardsU.S. National StandardsUtah Common Core StandardsUtah StandardsVermont Common Core StandardsVermont StandardsVirgin Islands Common Core StandardsVirginia StandardsWashington Common Core StandardsWashington DC Common Core StandardsWashington DC StandardsWashington StandardsWest Virginia Common Core StandardsWest Virginia StandardsWisconsin Common Core StandardsWisconsin StandardsWyoming Common Core StandardsWyoming Standards