What's New: Science Worksheets and Study Guides

The solar system Third Grade Science
Plant Processes Sixth Grade Science
Rocks and minerals Fourth Grade Science
Fossils and extinct animals Fourth Grade Science
Rocks Eighth Grade Science
Ecosystems, food chains and food webs Seventh Grade Science
Minerals of Earth's crust Fifth Grade Science

Connecticut Standards for Seventh Grade Science

CT.7.1. Energy Transfer and Transformations: Energy provides the ability to do work and can exist in many forms. a) Work is the process of making objects move through the application of force. b) Energy can be stored in many forms and can be transformed into the energy of motion.

7.1.1. Conduct simple experiments that show and explain how forces work to change the motion of an object.

7.1.10. Calculate potential and kinetic energy and relate those quantities to total energy in a system.

7.1.2. Calculate work done on an object as force or distance varies.

7.1.3. Explain in writing how the six simple machines make work easier but do not alter the amount of work done on an object, and demonstrate how everyday objects function as simple machines

7.1.4. Determine ways to modify a simple machine (inclined plane, pulley and lever) to improve its mechanical advantage.

7.1.5. Defend the statement, ''Work output of a machine is always less than work input because of energy lost due to friction.''

7.1.6. Design and create a working compound machine from several simple machines.

7.1.7. Use a diagram or model of a moving object (roller coaster, pendulum, etc.) to describe the conversion of potential energy into kinetic energy and vice versa.

7.1.8. Discuss different forms of energy and describe how they can be converted from one form to another for use by humans (e.g., thermal, electrical, light, chemical, mechanical).

7.1.9. Trace energy conversions that occur in the human body once food enters and explain the conversions in writing.

CT.7.2. Structure and Function: Many organisms, including humans, have specialized organ systems that interact with each other to maintain dynamic internal balance. a) All organisms are composed of one or more cells; each cell carries on life-sustaining functions. b) Multicellular organisms need specialized structures and systems to perform basic life functions.

7.2.1. Compare and contrast single-celled organisms with multicellular organisms.

7.2.10. Label the major parts of the human digestive system and explain in writing the function of each part in the chemical and physical breakdown of food (mouth, esophagus, stomach, small intestine, large intestine and rectum).

7.2.2. Illustrate and describe in writing the structure and the functions of the following: cell membrane, cytoplasm, mitochondria and nucleus of an animal cell.

7.2.3. Explain how the structure and function of multicellular organisms (animals) depends on the interaction of cells, tissues, organs and organ systems.

7.2.4. Investigate and explain in writing the basic structure and function of the human skeletal system.

7.2.5. Differentiate between the structures and range of motion associated with ball, socket and hinge joints and relate human joints to simple machines.

7.2.6. Demonstrate how the muscles, tendons, ligaments and bones interact to support the human body and allow movement.

7.2.7. Label the major parts of the human respiratory system and explain in writing the function of each part (nasal cavity, trachea, bronchi, lungs and diaphragm).

7.2.8. Label the major parts of the human circulatory system and explain in writing the function of each part (heart, veins, arteries and capillaries).

7.2.9. Design and conduct controlled variable experiments to analyze the interaction between the circulatory and respiratory systems as the demand for oxygen changes.

CT.7.3. Energy in the Earth's Systems: Landforms are the result of the interaction of constructive and destructive forces over time. a) Volcanic activity and the folding and faulting of rock layers during the shifting of the Earth's crust affect the formation of mountains, ridges and valleys. b) Glaciation, weathering and erosion change the Earth's surface by moving earth materials from place to place.

7.3.1. Illustrate and describe in writing the composition of the three major layers of the Earth's interior.

7.3.10. Observe and report on the geological events that are responsible for having shaped Connecticut's landscape.

7.3.2. Explain how Earth's internal energy is transferred to move tectonic plates.

7.3.3. Demonstrate the processes of folding and faulting of the Earth's crust.

7.3.4. Correlate common geological features/events (deep sea trenches, mountains, earthquakes, volcanoes) with the location of plate boundaries.

7.3.5. Compare geological features that result from constructive forces (e.g., mountains and ridges) with geological features that result from destructive forces (e.g., canyons and flood plains).

7.3.6. Analyze and interpret data about the location, frequency and intensity of earthquakes.

7.3.7. Compare and contrast the major agents of erosion and deposition of sediments: running water, moving ice, wave action, wind and mass movement due to gravity.

7.3.8. Investigate and determine how glaciers form and affect the Earth's surface as they change over time.

7.3.9. Distinguish between weathering and erosion.

CT.7.4. Science and Technology in Society: Technology allows us to improve food production and preservation, thus improving our ability to meet the nutritional needs of growing populations. a) Various microbes compete with humans for the same sources of food.

7.4.1. Investigate and describe in writing different types of microbes and the environmental conditions necessary for their survival.

7.4.2. Describe the optimum conditions for rapid bacterial growth.

7.4.3. Illustrate and describe the structural differences between bacterial and animal cells.

7.4.4. Discover and discuss how humans use bacteria to produce food and identify examples.

7.4.5. Compare and contrast the role of bacteria in food production and food spoilage.

CT.CC.RST.6-8. Reading Standards for Literacy in Science and Technical Subjects

Craft and Structure

RST.6-8.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
The Digestive and nutritionWorksheets :3Study Guides :1Vocabularies :4Ecosystems, food chains and food websWorksheets :3Study Guides :1Vocabularies :5Chemical bondingFreeWorksheets :3Study Guides :1Vocabularies :1Chemical reactionsWorksheets :4Study Guides :1Vocabularies :1Protection, Reproduction and CooperationWorksheets :3Vocabularies :2Moving and Controlling the BodyWorksheets :3Vocabularies :3Providing Fuel and TransportationWorksheets :4Vocabularies :3Food Chains and Food WebsWorksheets :3Vocabularies :2Six Kingdoms of LifeWorksheets :3Vocabularies :3Plate TectonicsWorksheets :3Vocabularies :3Cell TransportWorksheets :2Vocabularies :2Work, Power & Simple MachinesWorksheets :3Vocabularies :2EarthquakesWorksheets :3Vocabularies :3Pond MicrolifeWorksheets :3Vocabularies :3Chromosomes, Genes and DNAWorksheets :3Vocabularies :3MitosisWorksheets :2Vocabularies :2The Study of HeredityWorksheets :2Vocabularies :2Our Solar SystemWorksheets :3Vocabularies :2Earth`s SurfaceWorksheets :3Vocabularies :3Properties and States of MatterWorksheets :4Vocabularies :3Earth`s ClimateWorksheets :3Vocabularies :3Photosynthesis and RespirationWorksheets :3Vocabularies :2RocksWorksheets :3Vocabularies :2VolcanoesWorksheets :3Vocabularies :3MeiosisWorksheets :3Vocabularies :3Forces and MotionWorksheets :3Vocabularies :2Energy: Forms and ChangesWorksheets :3Vocabularies :3SoundWorksheets :3Vocabularies :4Light and OpticsWorksheets :4Vocabularies :3Elements and the periodic tableWorksheets :3Vocabularies :2Chemical ReactionsWorksheets :3Vocabularies :3Atoms and Chemical BondingWorksheets :3Vocabularies :2

Integration of Knowledge and Ideas

RST.6-8.7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
RST.6-8.9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

CT.CC.WHST.6-8. Writing Standards for Literacy in Science and Technical Subjects

Production and Distribution of Writing

WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Research to Build and Present Knowledge

WHST.6-8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

Text Types and Purposes

WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
WHST.6-8.2(a) Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
WHST.6-8.2(f) Provide a concluding statement or section that follows from and supports the information or explanation presented.

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

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