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What's New: Science Worksheets and Study Guides

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Weather and climate Fourth Grade Science
The Sun-Earth-Moon System Seventh Grade Science
Weathering of rocks and soil formation Seventh Grade Science
Changes in matter Third Grade Science
Circulation and immunity Eighth Grade Science
Agents of Erosion and Deposition Seventh Grade Science

Missouri Standards for Seventh Grade Science

MO.1. Properties and Principals of Matter and Energy

1.1. Changes in properties and states of matter provide evidence of the atomic theory of matter

1.1.I. Mass is conserved during any physical or chemical change
1.1.I.a. Scope and Sequence - Weather and Climate: Explain that the amount of matter remains constant while being recycled through the water cycle

1.2. Energy has a source, can be stored, and can be transferred but is conserved within a system

1.2.A. Forms of energy have a source, a means of transfer (work and heat), and a receiver
1.2.A.a. Scope and Sequence - Forms of Energy: Heat: Identify thermal energy as the random motion (kinetic energy) of molecules or atoms within a substance
1.2.A.b. Scope and Sequence - Forms of Energy: Heat: Use the kinetic molecular model to explain changes in the temperature of a material
1.2.A.c. Scope and Sequence - Forms of Energy: Heat: Identify thermal energy is transferred as heat from warmer objects to cooler objects until both reach the same temperature (equilibrium)
1.2.A.d. Scope and Sequence - Forms of Energy: Heat: Identify the type of materials that transfer energy by conduction, convection, and/or radiation
1.2.A.e. Scope and Sequence - Forms of Energy: Heat: Describe how heat is transferred by conduction, convection, and radiation, and classify examples of each
1.2.A.f. Scope and Sequence - Forms of Energy: Heat: Classify common materials (e.g., wood, foam, plastic, glass, aluminum foil, soil, air, water) as conductors or insulators of thermal energy
1.2.A.g. Scope and Sequence - Forms of Energy: Heat: Predict the differences in temperature over time on different colored (black and white) objects placed under the same heat source
1.2.A.i. Scope and Sequence - Forms of Energy: Electricity and Magnetism: Diagram and identify a complete electric circuit by using a source (battery), means of transfer (wires), and receiver (resistance bulbs, motors, fans)
1.2.A.j. Scope and Sequence - Forms of Energy: Electricity and Magnetism: Observe and describe the evidence of energy transfer in a closed series circuit
1.2.A.k. Scope and Sequence - Forms of Energy: Electricity and Magnetism: Describe the effects of resistance (number of receivers), amount of voltage (number of energy sources), and kind of transfer materials on the current being transferred through a circuit (e.g., brightness of light, speed of motor)
1.2.A.m. Scope and Sequence - Forms of Energy: Electricity and Magnetism: Diagram and distinguish between complete series and parallel circuits
1.2.A.n. Scope and Sequence - Forms of Energy: Electricity and Magnetism: Identify advantages and disadvantages of series and parallel circuits
1.2.C. Electromagnetic energy from the Sun (solar radiation) is a major source of energy on Earth
1.2.C.a. Scope and Sequence - Weather and Climate: Identify solar radiation as the primary source of energy for weather phenomena
1.2.F. Energy can be transferred within a system as the total amount of energy remains constant (i.e., Law of Conservation of Energy)
1.2.F.a. Scope and Sequence - Energy Transformations: Identify the different energy transformations that occur between different systems (e.g., chemical energy in battery converted to electricity in circuit converted to light and heat from a bulb)
1.2.F.b. Scope and Sequence - Energy Transformations: Identify that, during an energy transformation, heat is often transferred from one object (system) to another because of a difference in temperature
1.2.F.c. Scope and Sequence - Energy Transformations: Recognize and describe how energy is not lost but conserved as it is transferred and transformed

MO.2. Properties and Principals of Force and Motion

2.1. The motion of an object is described by its change in position relative to another object or point

2.1.A. The motion of an object is described as a change in position, direction, and speed relative to another object (frame of reference)
2.1.A.b. Scope and Sequence - Force, Motion, and Work: Classify different types of motion (e.g., straight line, projectile, circular, vibrational)
2.1.A.c. Scope and Sequence - Force, Motion, and Work: Given an object in motion, calculate its speed (distance/time)
2.1.A.d. Scope and Sequence - Force, Motion, and Work: Interpret a line graph representing an object's motion in terms of distance over time (speed) using metric units

2.2. Forces affect motion

2.2.A. Forces are classified as either contact (pushes, pulls, friction, buoyancy) or non-contact forces (gravity, magnetism), that can be described in terms of direction and magnitude
2.2.A.a. Scope and Sequence - Force, Motion, and Work: Identify and describe the types of forces acting on an object in motion, at rest, floating/sinking (i.e., type of force, direction, amount of force in Newtons)
2.2.A.b. Scope and Sequence - Force, Motion, and Work: Compare the forces acting on an object by using a spring scale to measure them to the nearest Newton
2.2.D. Newton's Laws of Motion explain the interaction of mass and forces, and are used to predict changes in motion
2.2.D.a. Scope and Sequence - Force, Motion, and Work: Compare the effects of balanced and unbalanced forces (including magnetic, gravity, friction, push or pull) on an object's motion
2.2.D.b. Scope and Sequence - Force, Motion, and Work: Explain that when forces (including magnetic, gravity, friction, push or pull) are balanced, objects are at rest or their motion remains constant
2.2.D.c. Scope and Sequence - Force, Motion, and Work: Explain that a change in motion is the result of an unbalanced force acting upon an object
2.2.D.d. Scope and Sequence - Force, Motion, and Work: Explain how the acceleration of a moving object is affected by the amount of net force applied and the mass of the object
2.2.F. Work transfers energy into and out of a mechanical system
2.2.F.a. Scope and Sequence - Force, Motion, and Work: Recognize examples of work being done on an object (force applied and distance moved in the direction of the applied force) with and without the use of simple machines
2.2.F.b. Scope and Sequence - Force, Motion, and Work: Calculate the amount of work done when a force is applied to an object over a distance W = f x d
2.2.F.c. Scope and Sequence - Force, Motion, and Work: Explain how simple machines affect the amount of effort force, distance through which a force is applied, and/or direction of force while doing work
2.2.F.d. Scope and Sequence - Force, Motion, and Work: Recognize the amount of work output is never greater than the amount of work input, with or without the use of a simple machine
2.2.F.e. Scope and Sequence - Force, Motion, and Work: Evaluate simple machine designs to determine which design requires the least amount of effort force and explain why

MO.5. Processes and Interactions of the Earth's Systems (Geosphere, Atmosphere, and Hydrosphere)

5.1. Earth's systems (Geosphere, atmosphere, and hydrosphere) have common components and unique structures

5.1.C. The atmosphere (air) is composed of a mixture of gases, including water vapor, and minute particles
5.1.C.a. Scope and Sequence - Weather and Climate: Describe the composition of the Earth's atmosphere (i.e., mixture of gases, water and minute particles) and how it circulates as air masses
5.1.C.b. Scope and Sequence - Weather and Climate: Describe the role atmosphere (e.g., clouds, ozone) plays in precipitation, reflecting and filtering light from the Sun, and trapping heat energy emitted from the Earth's surface

5.2. Earth's systems (Geosphere, atmosphere, and hydrosphere) interact with one another as they undergo change by common processes

5.2.E. Changes in the form of water as it moves through Earth's systems are described as the water cycle
5.2.E.a. Scope and Sequence - Weather and Climate: Explain and trace the possible paths of water through the hydrosphere, geosphere, and atmosphere (i.e., the water cycle: evaporation, condensation, precipitation, surface run-off/ groundwater flow)
5.2.E.b. Scope and Sequence - Weather and Climate: Relate the different forms water can take (i.e., snow, rain, sleet, fog, clouds, dew, humidity) as it moves through the water cycle to atmospheric conditions (i.e., temperature, pressure, wind direction and speed, humidity) at a given geographic location
5.2.E.c. Scope and Sequence - Weather and Climate: Explain how thermal energy is transferred throughout the water cycle by the processes of convection, conduction, and radiation
5.2.F. Climate is a description of average weather conditions in a given area due to the transfer of energy and matter through Earth's systems
5.2.F.a. Scope and Sequence - Weather and Climate: Explain how the differences in surface temperature, due to the different heating and cooling rates of water and soil, affect the temperature and movement of the air above
5.2.F.b. Scope and Sequence - Weather and Climate: Describe the characteristics of air masses (i.e., high/low barometric pressure, temperature) and predict their effect on the weather in a given location
5.2.F.c. Scope and Sequence - Weather and Climate: Identify weather conditions associated with cold fronts and warm fronts
5.2.F.d. Scope and Sequence - Weather and Climate: Identify factors that affect weather patterns in a particular region (e.g., proximity to large bodies of water, latitude, altitude, prevailing wind currents, amount of solar radiation, location with respect to mountain ranges)
5.2.F.e. Scope and Sequence - Weather and Climate: Collect and interpret weather data (e.g., cloud cover, precipitation, wind speed and direction) from weather instruments and maps to explain present day weather and to predict the next day's weather
5.2.F.f. Scope and Sequence - Weather and Climate: Describe the significant changes in temperature and barometric pressure may cause dramatic weather phenomena (i.e., severe thunderstorms, tornadoes, hurricanes)
5.2.F.g. Scope and Sequence - Weather and Climate: Differentiate between weather and climate
5.2.F.h. Scope and Sequence - Weather and Climate: Identify factors that affect climate (e.g., latitude, altitude, prevailing wind currents, amount of solar radiation)

5.3. Human activity is dependent upon and affects Earth's resources and systems

5.3.A. Earth's materials are limited natural resource's affected by human activity
5.3.A.a. Scope and Sequence - Energy Transformations: Distinguish between renewable (e.g., geothermal, hydroelectric) and nonrenewable (e.g., fossil fuel) energy sources
5.3.A.b. Scope and Sequence - Weather and Climate: Provide examples of how the availability of fresh water for humans and other living organisms is dependent upon the water cycle

MO.6. Composition and Structure of the Universe and the Motion of the Objects Within It

6.1. The universe has observable properties and structure

6.1.A. The Earth, Sun, and Moon are part of a larger system that includes other planets and smaller celestial
6.1.A.a. Scope and Sequence - Objects and Their Motion in the Solar System: Classify celestial bodies in the solar system into categories: Sun, Moon, planets, and other small bodies (i.e., asteroids, comets, meteors), based on physical properties
6.1.A.b. Scope and Sequence - Objects and Their Motion in the Solar System: Compare and contrast the size, composition, atmosphere, and surface of the planets (inner vs. outer) in our solar system and Earth's moon
6.1.A.c. Scope and Sequence - Objects and Their Motion in the Solar System: Describe the relative proximity of common celestial bodies (i.e., Sun, Moon, planets, smaller celestial bodies such as comets and meteors, other stars) in the sky to the Earth
6.1.B. The Earth has a composition and location suitable to sustain life
6.1.B.a. Scope and Sequence - Objects and Their Motion in the Solar System: Describe how the Earth's placement in the solar system is favorable to sustain life (i.e., distance from the Sun, temperature, atmosphere)
6.1.B.b. Scope and Sequence - Objects and Their Motion in the Solar System: Compare and contrast the characteristics of Earth that support life with the characteristics of other planets that are considered favorable or unfavorable to life (e.g., atmospheric gases, extremely high/low temperatures)

6.2. Regular and predictable motions of objects in the universe can be described and explained as the result of gravitational forces

6.2.A. The apparent position of the Sun and other stars, as seen from Earth, change in observable patterns
6.2.A.a. Scope and Sequence - Objects and Their Motion in the Solar System: Relate the apparent east-to-west changes in the positions of the Sun, other stars, and planets in the sky over the course of a day to Earth's counterclockwise rotation about its axis
6.2.A.b. Scope and Sequence - Objects and Their Motion in the Solar System: Describe the pattern that can be observed in the changes in number of hours of visible sunlight, and the time and location of sunrise and sunset, throughout the year
6.2.A.c. Scope and Sequence - Objects and Their Motion in the Solar System: Describe how, in the Northern Hemisphere, the Sun appears lower in the sky during the winter and higher in the sky during the summer
6.2.A.d. Scope and Sequence - Objects and Their Motion in the Solar System: Describe how, in winter, the Sun appears to rise in the Southeast and set in the Southwest, accounting for a relatively short day length, and, in summer, the Sun appears to rise in the Northeast and set in the Northwest, accounting for a relatively long day length
6.2.A.e. Scope and Sequence - Objects and Their Motion in the Solar System: Describe how the Sun is never directly overhead when observed from North America
6.2.B. The apparent position of the moon, as seen from Earth, and its actual position relative to Earth change in observable patterns
6.2.B.a. Scope and Sequence - Objects and Their Motion in the Solar System: Observe the change in time and location of Moon rise, Moon set, and the Moon's appearance relative to time of day and month over several months, and note the pattern in this change
6.2.B.b. Scope and Sequence - Objects and Their Motion in the Solar System: Describe how the Moon rises later each day due to its revolution around the Earth in a counterclockwise direction
6.2.B.c. Scope and Sequence - Objects and Their Motion in the Solar System: Describe how the Moon is in the sky for roughly 12 hours in a 24-hour period (i.e., if the Moon rises at about 6 P.M., it will set at about 6 A.M.)
6.2.B.d. Scope and Sequence - Objects and Their Motion in the Solar System: Describe how that one half of the Moon is always facing the Sun and, therefore, one half of the Moon is always lit
6.2.B.e. Scope and Sequence - Objects and Their Motion in the Solar System: Relate the apparent change in the Moon's position in the sky as it appears to move east-to-west over the course of a day to Earth's counterclockwise rotation about its axis
6.2.B.f. Scope and Sequence - Objects and Their Motion in the Solar System: Describe how the appearance of the Moon that can be seen from Earth changes approximately every 28 days in an observable pattern (moon phases)
6.2.C. The regular and predictable motions of the Earth and Moon relative to the Sun explain natural phenomena on Earth, such as day, month, year, shadows, moon phases, eclipses, tides, and seasons
6.2.C.a. Scope and Sequence - Objects and Their Motion in the Solar System: Illustrate and explain a day as the time it takes a planet to make a full rotation about its axis
6.2.C.b. Scope and Sequence - Objects and Their Motion in the Solar System: Diagram the path (orbital ellipse) the Earth travels as it revolves around the Sun
6.2.C.c. Scope and Sequence - Objects and Their Motion in the Solar System: Illustrate and explain a year as the time it takes a planet to revolve around the Sun
6.2.C.e. Scope and Sequence - Objects and Their Motion in the Solar System: Recognize and explain the phases of the moon are due to the relative positions of the Moon with respect to the Earth and Sun
6.2.C.f. Scope and Sequence - Objects and Their Motion in the Solar System: Relate the axial tilt and orbital position of the Earth as it revolves around the Sun to the intensity of sunlight falling on different parts of the Earth during different seasons
6.2.D. Gravity is a force of attraction between objects in the solar system that governs their motion
6.2.D.b. Scope and Sequence - Objects and Their Motion in the Solar System: Describe how the planets' gravitational pull keeps satellites and moons in orbit around them

MO.7. Scientific Inquiry

7.1. Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking

7.1.A. Scientific inquiry includes the ability of students to formulate a testable question and explanation, and to select appropriate investigative methods in order to obtain evidence relevant to the explanation
7.1.A.b. Scope and Sequence - All Units: Identify and describe the importance of the independent variable, dependent variables, control of constants, and multiple trials to the design of a valid experiment
7.1.B. Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations
7.1.B.b. Scope and Sequence - All Units: Determine the appropriate tools and techniques to collect data
7.1.B.c. Scope and Sequence - All Units: Use a variety of tools and equipment to gather data (e.g., microscopes, thermometers, analog and digital meters, computers, spring scales, balances, metric rulers, graduated cylinders, stopwatches)
7.1.B.d. Scope and Sequence - All Units: Measure length to the nearest millimeter, mass to the nearest gram, volume to the nearest milliliter, force (weight) to the nearest Newton, temperature to the nearest degree Celsius, time to the nearest second
7.1.B.e. Scope and Sequence - All Units: Compare amounts/measurements
7.1.B.g. Scope and Sequence - All Units: Calculate the range and average/mean of a set of data
7.1.C. Scientific inquiry includes evaluation of explanations (laws/principles, theories/models) in light of evidence (data) and scientific principles (understandings)
7.1.C.a. Scope and Sequence - All Units: Use quantitative and qualitative data as support for reasonable explanations (conclusions)
7.1.C.b. Scope and Sequence - All Units: Use data as support for observed patterns and relationships, and to make predictions to be tested
7.1.C.d. Scope and Sequence - All Units: Evaluate the reasonableness of an explanation (conclusion)
7.1.C.e. Scope and Sequence - All Units: Analyze whether evidence (data) and scientific principles support proposed explanations (hypotheses, laws, theories
7.1.D. The nature of science relies upon communication of results and justification of explanations
7.1.D.a. Scope and Sequence - All Units: Communicate the procedures and results of investigations and explanations through: oral presentations, drawings and maps, data tables (allowing for the recording and analysis of data relevant to the experiment, such as independent and dependent variables, multiple trials, beginning and ending times or temperatures, derived quantities) graphs (bar, single line, pictograph), equations and writings

MO.8. Impact of Science, Technology and Human Activity

8.1. The nature of technology can advance, and is advanced by, science as it seeks to apply scientific knowledge in ways that meet human needs

8.1.A. Designed objects are used to do things better or more easily and to do some things that could not otherwise be done at all
8.1.A.a. Scope and Sequence - All Units: Explain how technological improvements, such as those developed for use in space exploration, the military, or medicine, have led to the invention of new products that may improve lives here on Earth (e.g., new materials, freeze-dried foods, infrared goggles, Velcro, satellite imagery, robotics, lasers))
8.1.B. Advances in technology often result in improved data collection and an increase in scientific information
8.1.B.a. Scope and Sequence - All Units: Identify the link between technological developments and the scientific discoveries made possible through their development (e.g., Hubble telescope and stellar evolution, composition and structure of the universe; the electron microscope and cell organelles; sonar and the composition of the Earth; manned and unmanned space missions and space exploration; Doppler radar and weather conditions; MRI and CAT-scans and brain activity))
8.1.C. Technological solutions to problems often have drawbacks as well as benefits
8.1.C.a. Scope and Sequence - All Units: Describe how technological solutions to problems (e.g., storm water runoff, fiber optics, windmills, efficient car design, electronic trains without conductors, sonar, robotics, Hubble telescope) can have both benefits and drawbacks (e.g., design constraints, unintended consequences, risks) (Assess Locally)

8.2. Historical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how science knowledge and technology evolve over time

8.2.A. People of different gender and ethnicity have contributed to scientific discoveries and the invention of technological innovations
8.2.A.a. Scope and Sequence - All Units: Describe how the contributions of scientists and inventors, representing different cultures, races, and gender, have contributed to science, technology and human activity (e.g., George Washington Carver, Thomas Edison, Thomas Jefferson, Isaac Newton, Marie Curie, Galileo, Albert Einstein, Mae Jemison, Edwin Hubble, Charles Darwin, Jonas Salk, Louis Pasteur, Jane Goodall, Tom Akers, John Wesley Powell, Rachel Carson) (Assess Locally)
8.2.B. Scientific theories are developed based on the body of knowledge that exists at any particular time and must be rigorously questioned and tested for validity
8.2.B.a. Scope and Sequence - All Units: Describe the difficulty science innovators experience as they attempt to break through accepted ideas (hypotheses, laws, theories) of their time to reach conclusions that may lead to changes in those ideas and serve to advance scientific understanding (e.g., Darwin, Copernicus, Newton
8.2.B.b. Scope and Sequence - All Units: Describe explanations have changed over time as a result of new evidence

8.3. Science and technology affect, and are affected by, society

8.3.B. Social, political, economic, ethical and environmental factors strongly influence, and are influenced by, the direction of progress of science and technology
8.3.B.b. Scope and Sequence - All Units: Identify and evaluate the physical, social, economic, and/or environmental problems that may be overcome using science and technology (e.g., the need for alternative fuels, human travel in space, AIDS)

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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