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Louisiana Standards for Seventh Grade Science

LA.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.

LA.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.

LA.ESS-M. Earth and Space Science: The students will develop an understanding of the properties of earth materials, the structure of the Earth system, the Earth's history, and the Earth's place in the universe.

ESS-M-A1. Structure of the Earth: understanding that the Earth is layered by density with an inner and outer core, a mantle, and a thin outer crust. (1)

ESS-M-A10. Structure of the Earth: explaining (illustrating) how water circulates -- on and through the crust, in the oceans, and in the atmosphere -- in the water cycle. (1, 4)

ESS-M-A11. Structure of the Earth: understanding that the atmosphere interacts with the hydrosphere to affect weather and climate conditions. (1, 4)

ESS-M-A12. Structure of the Earth: predicting weather patterns through use of a weather map. (1, 2, 3, 4, 5)

ESS-M-A2. Structure of the Earth: understanding that the Earth's crust and solid upper mantle are dividing plates that move in response to convection currents (energy transfers) in the mantle. (1)

ESS-M-A3. Structure of the Earth: investigating the characteristics of earthquakes and volcano's and identifying zones where they may occur. (2, 3, 4)

ESS-M-A4. Structure of the Earth: investigating how soils are formed from weathered rock and decomposed organic material. (2, 3, 4)

ESS-M-A5. Structure of the Earth: identifying the characteristics and uses of minerals and rocks and recognizing that rocks are mixtures of minerals. (2, 3, 4)

ESS-M-A6. Structure of the Earth: explaining the processes involved in the rock cycle. (1, 4)

ESS-M-A7. Structure of the Earth: modeling how landforms result from the interaction of constructive and destructive forces. (1, 2, 3, 4)

ESS-M-A8. Structure of the Earth: identifying the man-made and natural causes of coastal erosion and the steps taken to combat it. (1, 2, 3, 4, 5)

ESS-M-A9. Structure of the Earth: compare and contrast topographic features of the ocean floor to those formed above sea level. (2, 3, 4)

ESS-M-B1. Earth History: investigating how fossils show the development of life over time. (2, 3, 4)

ESS-M-B2. Earth History: devising a model that demonstrates supporting evidence that the Earth has existed for a vast period of time. (1, 2, 3, 4)

ESS-M-B3. Earth History: understanding that earth processes such as erosion and weathering affect the Earth today and are similar to those which occurred in the past. (1, 2, 3, 4)

ESS-M-C1. Earth in the Solar System: identifying the characteristics of the sun and other stars. (1, 2, 3, 4)

ESS-M-C2. Earth in the Solar System: comparing and contrasting the celestial bodies in our solar system. (2, 4)

ESS-M-C3. Earth in the Solar System: investigating the force of gravity and the ways gravity governs motion in the solar system and objects on Earth. (2, 3, 4)

ESS-M-C4. Earth in the Solar System: modeling the motions of the Earth-moon-sun system to explain day and night, a year, eclipses, moon phases, and tides. (1, 2, 3, 4)

ESS-M-C5. Earth in the Solar System: modeling the position of the Earth in relationship to other objects in the solar system. (1, 2, 3, 4)

ESS-M-C6. Earth in the Solar System: modeling and describing how radiant energy from the sun affects phenomena on the Earth's surface, such as winds, ocean currents, and the water cycle. (1, 2, 3, 4)

ESS-M-C7. Earth in the Solar System: modeling and explaining how seasons result from variations in amount of the sun's energy hitting the surface due to the tilt of Earth's rotation on its axis and the length of the day. (1, 2, 3, 4)

ESS-M-C8. Earth in the Solar System: understanding that space exploration is an active area of scientific and technological research and development. (1, 5)

LA.LS-M. Life Science: The students will become aware of the characteristics and life cycles of organisms and understand their relationships to each other and to their environment.

GLE-M-10. Grade Level Expectation: Structure and Function in Living Systems: Describe the way major organ systems in the human body interact to sustain life (LS-M-A5)

GLE-M-11. Grade Level Expectation: Structure and Function in Living Systems: Describe the growth and development of humans from infancy to old age (LS-M-A6)

GLE-M-12. Grade Level Expectation: Structure and Function in Living Systems: Explain how external factors and genetics can influence the quality and length of human life (e.g., nutrition, smoking, drug use, exercise) (LS-M-A6)

GLE-M-13. Grade Level Expectation: Structure and Function in Living Systems: Identify and describe common communicable and noncommunicable diseases and the methods by which they are transmitted, treated, and prevented (LS-M-A7)

GLE-M-14. Grade Level Expectation: Reproduction and Heredity: Differentiate between sexual and asexual reproduction (LS-M-B1)

GLE-M-15. Grade Level Expectation: Reproduction and Heredity: Contrast the processes of mitosis and meiosis in relation to growth, repair, reproduction, and heredity (LS-M-B1)

GLE-M-16. Grade Level Expectation: Reproduction and Heredity: Explain why chromosomes in body cells exist in pairs (LS-M-B2)

GLE-M-17. Grade Level Expectation: Reproduction and Heredity: Explain the relationship of genes to chromosomes and genotypes to phenotypes (LS-M-B2)

GLE-M-18. Grade Level Expectation: Reproduction and Heredity: Recognize genetic errors caused by changes in chromosomes (LS-M-B2)

GLE-M-19. Grade Level Expectation: Reproduction and Heredity: Apply the basic laws of Mendelian genetics to solve simple monohybrid crosses, using a Punnett square (LS-M-B3)

GLE-M-2. Grade Level Expectation: Structure and Function in Living Systems: Compare the basic structures and functions of different types of cells (LS-M-A1)

GLE-M-20. Grade Level Expectation: Reproduction and Heredity: Explain the differences among the inheritance of dominant, recessive, and incomplete dominant traits (LS-M-B3)

GLE-M-21. Grade Level Expectation: Reproduction and Heredity: Use a Punnett square to demonstrate how sex-linked traits are inherited (LS-M-B3)

GLE-M-23. Grade Level Expectation: Populations and Ecosystems: Classify organisms based on structural characteristics, using a dichotomous key (LS-M-C1)

GLE-M-24. Grade Level Expectation: Populations and Ecosystems: Analyze food webs to determine energy transfer among organisms (LS-M-C2)

GLE-M-25. Grade Level Expectation: Populations and Ecosystems: Locate and describe the major biomes of the world (LS-M-C3)

GLE-M-26. Grade Level Expectation: Populations and Ecosystems: Describe and compare the levels of organization of living things within an ecosystem (LS-M-C3)

GLE-M-27. Grade Level Expectation: Populations and Ecosystems: Identify the various relationships among plants and animals (e.g., mutualistic, parasitic, producer/consumer) (LS-M-C4)

GLE-M-29. Grade Level Expectation: Populations and Ecosystems: Predict the impact changes in a species' population have on an ecosystem (LS-M-C4)

GLE-M-3. Grade Level Expectation: Structure and Function in Living Systems: Illustrate and demonstrate osmosis and diffusion in cells (LS-M-A1)

GLE-M-30. Grade Level Expectation: Adaptations of Organisms: Differentiate between structural and behavioral adaptations in a variety of organisms (LS-M-D1)

GLE-M-32. Grade Level Expectation: Adaptations of Organisms: Describe changes that can occur in various ecosystems and relate the changes to the ability of an organism to survive (LS-M-D2)

GLE-M-33. Grade Level Expectation: Adaptations of Organisms: Illustrate how variations in individual organisms within a population determine the success of the population (LS-M-D2)

GLE-M-34. Grade Level Expectation: Adaptations of Organisms: Explain how environmental factors impact survival of a population (LS-M-D2)

GLE-M-4. Grade Level Expectation: Structure and Function in Living Systems: Compare functions of plant and animal cell structures (i.e., organelles) (LS-M-A2)

GLE-M-6. Grade Level Expectation: Structure and Function in Living Systems: Compare the life cycles of a variety of organisms, including non-flowering and flowering plants, reptiles, birds, amphibians, and mammals (LS-M-A3)

GLE-M-7. Grade Level Expectation: Structure and Function in Living Systems: Construct a word equation that illustrates the processes of photosynthesis and respiration (LS-M-A4)

GLE-M-8. Grade Level Expectation: Structure and Function in Living Systems: Distinguish between aerobic respiration and anaerobic respiration (LS-M-A4)

GLE-M-9. Grade Level Expectation: Structure and Function in Living Systems: Relate structural features of organs to their functions in major systems (LS-M-A5)

LS-M-A1. Structure and function In Living Systems: describing the observable components and functions of a cell, such as the cell membrane, nucleus, and movement of molecules into and out of cells. (1)

LS-M-A2. Structure and function In Living Systems: comparing and contrasting the basic structures and functions of different plant and animal cells. (1, 2, 3, 4)

LS-M-A3. Structure and function In Living Systems: observing and analyzing the growth and development of selected organisms, including a seed plant, an insect with complete metamorphosis, and an amphibian. (1, 2, 3, 4)

LS-M-A4. Structure and function In Living Systems: describing the basic processes of photosynthesis and respiration and their importance to life. (1, 4, 5)

LS-M-A5. Structure and function In Living Systems: investigating human body systems and their functions (including circulatory, digestive, skeletal, respiratory). (1, 3, 4)

LS-M-A6. Structure and function In Living Systems: describing how the human body changes with age and listing factors that affect the length and quality of life. (1, 2, 3, 4, 5)

LS-M-A7. Structure and function In Living Systems: describing communicable and noncommunicable diseases. (1, 2, 3, 4, 5)

LS-M-B1. Reproduction and Heredity: describing the importance of body cell division (mitosis) and sex cell production (meiosis). (1, 4)

LS-M-B2. Reproduction and Heredity: describing the role of chromosomes and genes in heredity. (1, 4)

LS-M-B3. Reproduction and Heredity: describing how heredity allows parents to pass certain traits to offspring. (1, 4)

LS-M-C1. Populations and Ecosystems: constructing and using classification systems based on the structure of organisms. (1, 2, 3, 4)

LS-M-C2. Populations and Ecosystems: modeling and interpreting food chains and food webs. (1, 2, 3, 4)

LS-M-C3. Populations and Ecosystems: investigating major ecosystems and recognizing physical properties and organisms within each. (1, 2, 3, 4, 5)

LS-M-C4. Populations and Ecosystems: explaining the interaction and interdependence of nonliving and living components within ecosystems. (1, 2, 3, 4, 5)

LS-M-D2. Adaptations of Organisms: explaining how some members of a species survive under changed environmental conditions. (1, 2, 3, 4, 5)

LA.PS-M. Physical Science: Students will develop an understanding of the characteristics and interrelationships of matter and energy in the physical world.

GLE-M-1. Grade Level Expectation: Properties and Changes of Properties in Matter: Identify the elements most often found in living organisms (e.g., C, N, H, O, P, S, Ca, Fe) (PS-M-A9)

PS-M-A1. Properties and Changes of Properties in Matter: investigating, measuring, and communicating the properties of different substances which are independent of the amount of the substance. (1, 2, 3, 4)

PS-M-A2. Properties and Changes of Properties in Matter: understanding that all matter is made up of particles called atoms and that atoms of different elements are different. (2, 4)

PS-M-A3. Properties and Changes of Properties in Matter: grouping substances according to similar properties and/or behaviors. (4)

PS-M-A4. Properties and Changes of Properties in Matter: understanding that atoms and molecules are perpetually in motion. (4)

PS-M-A5. Properties and Changes of Properties in Matter: investigating the relationships among temperature, molecular motion, phase changes, and physical properties of matter. (2, 3)

PS-M-A6. Properties and Changes of Properties in Matter: investigating chemical reactions between different substances to discover that new substances formed may have new physical properties and do have new chemical properties. (2, 3, 4, 5)

PS-M-A7. Properties and Changes of Properties in Matter: understanding that during a chemical reaction in a closed system, the mass of the products is equal to that of the reactants. (2, 3, 4)

PS-M-A8. Properties and Changes of Properties in Matter: discovering and recording how factors such as temperature influence chemical reactions. (2)

PS-M-A9. Properties and Changes of Properties in Matter: identifying elements and compounds found in common foods, clothing, household materials, and automobiles. (1, 2, 3, 4, 5)

PS-M-B1. Motions and Forces: describing and graphing the motions of objects. (1, 2, 3)

PS-M-B2. Motions and Forces: recognizing different forces and describing their effects (gravity, electrical, magnetic). (1, 2)

PS-M-B3. Motions and Forces: understanding that, when an object is not being subjected to a force, it will continue to move at a constant speed and in a straight line. (2, 3, 4)

PS-M-B4. Motions and Forces: describing how forces acting on an object will reinforce or cancel one another, depending upon their direction and magnitude. (1, 2)

PS-M-B5. Motions and Forces: understanding that unbalanced forces will cause changes in the speed or direction of an object's motion. (2, 4)

PS-M-C1. Transformations of Energy: identifying and comparing the characteristics of different types of energy. (2, 3, 4)

PS-M-C2. Transformations of Energy: understanding the different kinds of energy transformations and the fact that energy can be neither destroyed nor created. (2, 3, 4)

PS-M-C3. Transformations of Energy: understanding that the sun is a major source of energy and that energy arrives at the Earth's surface as light with a range of wavelengths. (2, 3, 4)

PS-M-C4. Transformations of Energy: observing and describing the interactions of light and matter (reflection, refraction, absorption, transmission, scattering). (1, 2, 3, 4)

PS-M-C5. Transformations of Energy: investigating and describing the movement of heat and the effects of heat in objects and systems. (2, 3, 4)

PS-M-C7. Transformations of Energy: understanding that energy is involved in chemical reactions. (2, 4)

PS-M-C8. Transformations of Energy: comparing the uses of different energy resources and their effects upon the environment. (1, 2, 3, 4, 5)

LA.SE-M. Science and the Environment: In learning environmental science, students will develop an appreciation of the natural environment, learn the importance of environmental quality, and acquire a sense of stewardship. As consumers and citizens, they will be able to recognize how our personal, professional, and political actions affect the natural world.

GLE-M-35. Grade Level Expectation: Identify resources humans derive from ecosystems (SE-M-A1)

GLE-M-39. Grade Level Expectation: Analyze the consequences of human activities on ecosystems (SE-M-A4)

GLE-M-40. Grade Level Expectation: Construct or draw food webs for various ecosystems (SE-M-A5)

GLE-M-41. Grade Level Expectation: Describe the nitrogen cycle and explain why it is important for the survival of organisms (SE-M-A7)

GLE-M-42. Grade Level Expectation: Describe how photosynthesis and respiration relate to the carbon cycle (SE-M-A7)

GLE-M-43. Grade Level Expectation: Identify and analyze the environmental impact of humans' use of technology (e.g., energy production, agriculture, transportation, human habitation) (SE-M-A8)

SE-E-A6. Distinguishing between renewable and nonrenewable resources and understanding that nonrenewable natural resources are not replenished through the natural cycles and thus are strictly limited in quantity. (1, 2, 3, 4, 5)

SE-M-A1. Demonstrating knowledge that an ecosystem includes living and nonliving factors and that humans are an integral part of ecosystems. (1, 3, 4, 5)

SE-M-A10. Identifying types of soil erosion and preventive measures. (1, 2, 3, 4, 5)

SE-M-A3. Defining the concept of pollutant and describing the effects of various pollutants on ecosystems. (1, 2, 3, 4, 5)

SE-M-A4. Understanding that human actions can create risks and consequences in the environment. (1, 2, 3, 4, 5)

SE-M-A5. Tracing the flow of energy through an ecosystem and demonstrating a knowledge of the roles of producers, consumers, and decomposers in the ecosystem. (1, 2, 3, 4, 5)

SE-M-A7. Demonstrating knowledge of the natural cycles, such as the carbon cycle, nitrogen cycle, water cycle, and oxygen cycle. (1, 2, 4)

SE-M-A8. Investigating and analyzing how technology affects the physical, chemical, and biological factors in an ecosystem. (1, 2, 3, 4, 5)

LA.SI-M. Science as Inquiry: The students will do science by engaging in partial and full inquiries that are within their developmental capabilities.

GLE-M-10. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Identify the difference between description and explanation (SI-M-A4)

GLE-M-11. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Construct, use, and interpret appropriate graphical representations to collect, record, and report data (e.g., tables, charts, circle graphs, bar and line graphs, diagrams, scatter plots, symbols) (SI-M-A4)

GLE-M-12. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Use data and information gathered to develop an explanation of experimental results (SI-M-A4)

GLE-M-13. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Identify patterns in data to explain natural events (SI-M-A4)

GLE-M-14. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Develop models to illustrate or explain conclusions reached through investigation (SI-M-A5)

GLE-M-15. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Identify and explain the limitations of models used to represent the natural world (SI-M-A5)

GLE-M-16. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Use evidence to make inferences and predict trends (SI-M-A5)

GLE-M-17. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Recognize that there may be more than one way to interpret a given set of data, which can result in alternative scientific explanations and predictions (SI-M-A6)

GLE-M-18. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Identify faulty reasoning and statements that misinterpret or are not supported by the evidence (SI-M-A6)

GLE-M-19. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Communicate ideas in a variety of ways (e.g., symbols, illustrations, graphs, charts, spreadsheets, concept maps, oral and written reports, equations) (SI-M-A7)

GLE-M-21. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Distinguish between observations and inferences (SI-M-A7)

GLE-M-22. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Use evidence and observations to explain and communicate the results of investigations (SI-M-A7)

GLE-M-23. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Use relevant safety procedures and equipment to conduct scientific investigations (SI-M-A8)

GLE-M-26. Grade Level Expectation: Understanding Scientific Inquiry: Use and describe alternate methods for investigating different types of testable questions (SI-M-B1)

GLE-M-27. Grade Level Expectation: Understanding Scientific Inquiry: Recognize that science uses processes that involve a logical and empirical, but flexible, approach to problem solving (SI-M-B1)

GLE-M-29. Grade Level Expectation: Understanding Scientific Inquiry: Explain how technology can expand the senses and contribute to the increase and/or modification of scientific knowledge (SI-M-B3)

GLE-M-32. Grade Level Expectation: Understanding Scientific Inquiry: Explain the use of statistical methods to confirm the significance of data (e.g., mean, median, mode, range) (SI-M-B3)

GLE-M-33. Grade Level Expectation: Understanding Scientific Inquiry: Evaluate models, identify problems in design, and make recommendations for improvement (SI-M-B4)

GLE-M-35. Grade Level Expectation: Understanding Scientific Inquiry: Explain how skepticism about accepted scientific explanations (i.e., hypotheses and theories) leads to new understanding (SI-M-B5)

GLE-M-38. Grade Level Expectation: Understanding Scientific Inquiry: Explain that, through the use of scientific processes and knowledge, people can solve problems, make decisions, and form new ideas (SI-M-B6)

GLE-M-39. Grade Level Expectation: Understanding Scientific Inquiry: Identify areas in which technology has changed human lives (e.g., transportation, communication, geographic information systems, DNA fingerprinting) (SI-M-B7)

GLE-M-4. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Design, predict outcomes, and conduct experiments to answer guiding questions (SI-M-A2)

GLE-M-5. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Identify independent variables, dependent variables, and variables that should be controlled in designing an experiment (SI-M-A2)

GLE-M-6. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Select and use appropriate equipment, technology, tools, and metric system units of measurement to make observations (SI-M-A3)

GLE-M-7. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Record observations using methods that complement investigations (e.g., journals, tables, charts) (SI-M-A3)

SI-M-A2. The Abilities Necessary to do Scientific Inquiry: designing and conducting a scientific investigation. (1, 2, 3, 4, 5)

SI-M-A3. The Abilities Necessary to do Scientific Inquiry: using mathematics and appropriate tools and techniques to gather, analyze, and interpret data. (1, 2, 3, 4, 5)

SI-M-A4. The Abilities Necessary to do Scientific Inquiry: developing descriptions, explanations, and graphs using data. (1, 2, 3, 4)

SI-M-A5. The Abilities Necessary to do Scientific Inquiry: developing models and predictions using the relationships between data and explanations. (1, 2, 3, 4)

SI-M-A6. The Abilities Necessary to do Scientific Inquiry: comparing alternative explanations and predictions. (1, 3, 4)

SI-M-A7. The Abilities Necessary to do Scientific Inquiry: communicating scientific procedures, information, and explanations. (1, 3)

SI-M-A8. The Abilities Necessary to do Scientific Inquiry: utilizing safety procedures during scientific investigations. (3, 5)

SI-M-B2. Understanding Scientific Inquiry: communicating that current scientific knowledge guides scientific investigations. (1, 3, 4)

SI-M-B4. Understanding Scientific Inquiry: using data and logical arguments to propose, modify, or elaborate on principles and models. (1, 2, 3, 4)

SI-M-B6. Understanding Scientific Inquiry: communicating that scientific investigations can result in new ideas, new methods or procedures, and new technologies. (1, 3, 4)

SI-M-B7. Understanding Scientific Inquiry: understanding that scientific development/technology is driven by societal needs and funding. (4, 5)

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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