What's New: Science Worksheets and Study Guides

All About Me Kindergarten Science
Our Earth Kindergarten Science
Weather Kindergarten Science
All About Animals Kindergarten Science
All About Me Kindergarten Science
Pushing, Moving, Pulling Kindergarten Science
All About Plants Kindergarten Science

Rhode Island Standards for Seventh Grade Science

RI.ESS1. Earth and Space Science: The earth and earth materials as we know them today have developed over long periods of time, through continual change processes.

ESS1 (5-8) INQ+ POC-1. Use geological evidence provided to support the idea that the Earth's crust/lithosphere is composed of plates that move.

ESS1 (7-8)-1. Students demonstrate an understanding of processes and change over time within earth systems by...
1a. Citing evidence and developing a logical argument for plate movement using fossil evidence, layers of sedimentary rock, location of mineral deposits, and shape of the continents.

ESS1 (5-8) POC-3. Explain how earth events (abruptly and over time) can bring about changes in Earth's surface: landforms, ocean floor, rock features, or climate.

ESS1 (7-8)-3. Students demonstrate an understanding of processes and change over time within earth systems by...
3a. Evaluating slow processes (e.g. weathering, erosion, mountain building, sea floor spreading) to determine how the earth has changed and will continue to change over time.
3b. Evaluating fast processes (e.g. erosion, volcanoes and earthquakes) to determine how the earth has changed and will continue to change over time.
3c. Investigating the effect of flowing water on landforms (e.g. stream table, local environment).

ESS1 (5-8) SAE+ POC-4. Explain the role of differential heating or convection in ocean currents, winds, weather and weather patterns, atmosphere, or climate.

ESS1 (7-8)-4. Students demonstrate an understanding of processes and change over time within earth systems by...
4a. Explaining cause and effect relationships between global climate and energy transfer.
4b. Using evidence to make inferences or predictions about global climate issues.

RI.ESS2. Earth and Space Science: The earth is part of a solar system, made up of distinct parts that have temporal and spatial interrelationships.

ESS2 (5-8) NOS-7. Explain how technological advances have allowed scientists to re-evaluate or extend existing ideas about the solar system.

ESS2 (7-8)-7. Students demonstrate an understanding of how technological advances have allowed scientists to re-evaluate or extend existing ideas about the solar system by...
7a. Identifying major discoveries from different scientists and cultures and describing how these discoveries have contributed to our understanding of the solar system (e.g. timeline, research project, picture book).

ESS2 (5-8) SAE+ POC-8. Explain temporal or positional relationships between or among the Earth, sun, and moon (e.g., night/day, seasons, year, tides) or how gravitational force affects objects in the solar system (e.g., moons, tides, orbits, satellites).

ESS2 (7-8)-8. Students demonstrate an understanding of temporal or positional relationships between or among the Earth, sun, and moon by...
8a. Using or creating a model of the Earth, sun and moon system to show rotation and revolution.
8b. Explaining night/day, seasons, year, and tides as a result of the regular and predictable motion of the Earth, sun, and moon.
8c. Using a model of the Earth, sun and moon to recreate the phases of the moon.
8f. Explaining that the sun's gravitational pull holds the Earth and other planets in their orbits, just as the planet's gravitational pull keeps their moons in orbit.

RI.ESS3. Earth and Space Science: The origin and evolution of galaxies and the universe demonstrate fundamental principles of physical science across vast distances and time.

ESS3 (5-8)-9. No further targets for EK ESS3 at the 5-8 Grade Span. The GSEs listed below are assessed at the local level only.

ESS3 (7-8)-9. Students demonstrate an understanding of the structure of the universe by...
9a. Describing the universe as containing many billions of galaxies, and each galaxy contains many billions of stars.

RI.LS 4. Life Science: Humans are similar to other species in many ways, and yet are unique among Earth's life forms.

LS4 (5-8) INQ-10. Use data and observations to support the concept that environmental or biological factors affect human body systems (biotic & abiotic).

LS4 (7-8)-10. Students demonstrate an understanding of human body systems by...
10a. Predicting and explaining the effects of biotic factors (e.g., microbes, parasites, food availability, aging process) on human body systems.
10c. Researching and reporting on how biotic (e.g., microbes, parasites, food availability, aging process) and abiotic (e.g., radiation, toxic materials, carcinogens) factors cause disease and affect human health.

LS4 (5-8) INQ+POC-11. Using data provided, select evidence that supports the concept that genetic information is passed on from both parents to offspring.

LS4 (7-8)-11. Students demonstrate an understanding of human heredity by...
11b. Tracing a genetic characteristic through a given pedigree (e.g., genealogical chart, Queen Victoria-hemophilia or hypothetical example) to demonstrate the passage of traits.
11c. Identifying that genetic material (i.e. chromosomes and genes) is located in the cell's nucleus.

LS4 (5-8) POC-12. Describe the major changes that occur over time in human development from single cell through embryonic development to new born (i.e., trimesters: 1st-group of cells, 2nd-organs form, 3rd-organs mature.

LS4 (7-8)-12. Students demonstrate an understanding of patterns of human development by...
12a. Identifying and sequencing the stages of human embryonic development.
12b. Describing the changes from one stage of embryonic development to the next.
12c. Comparing and contrasting embryonic development in various life forms (e.g., humans, frogs, chickens, sea urchins).
12d. Comparing the patterns of human development after birth to life stages of other species.

RI.LS1. Life Science: All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, & species).

LS1 (5-8) FAF-4. Explain relationships between or among the structure and function of the cells, tissues, organs, and organ systems in an organism.

LS1 (7-8)-4. Students demonstrate understanding of differentiation by...
4a. Explaining that specialized cells perform specialized functions. (e.g., muscle cells contract, nerve cells transmit impulses, skin cells provide protection).
4b. Comparing individual cells of tissues and recognizing the similarities of cells and how they work together to perform specific functions.
4c. Explaining how each type of cell, tissue, and organ has a distinct structure and set of functions that serve the organism as a whole.

LS1 (5-8) POC-3. Compare and contrast sexual reproduction with asexual reproduction.

LS1 (7-8)-3. Students demonstrate an understanding of reproduction by...
3a. Explaining reproduction as a fundamental process by which the new individual receives genetic information from parent(s).
3b. Describing forms of asexual reproduction that involve the genetic contribution of only one parent (e.g., binary fission, budding, vegetative propagation, regeneration).
3c. Describing sexual reproduction as a process that combines genetic material of two parents to produce a new organism (e.g., sperm/egg, pollen/ova)

LS1 (5-8) SAE+FAF-2. Describe or compare how different organisms have mechanisms that work in a coordinated way to obtain energy, grow, move, respond, provide defense, enable reproduction, or maintain internal balance (e.g., cells, tissues, organs and systems).

LS1 (7-8)-2. Students demonstrate understanding of structure and function-survival requirements by...
2a. Explaining how the cell, as the basic unit of life, has the same survival needs as an organism (i.e., obtain energy, grow, eliminate waste, reproduce, provide for defense).
2b. Observing and describing (e.g., drawing, labeling) individual cells as seen through a microscope targeting cell membrane, cell wall, nucleus, and chloroplasts.
2c. Observing, describing and charting the growth, motion, responses of living organisms

LS1 (5-8)-INQ+ SAE-1. Using data and observations about the biodiversity of an ecosystem make predictions or draw conclusions about how the diversity contributes to the stability of the ecosystem.

LS1 (7-8)-1. Students demonstrate understanding of biodiversity by...
1b. Explaining how organisms with different structures and behaviors have roles that contribute to each other's survival and the stability of the ecosystem.

RI.LS2. Life Science: Matter cycles and energy flows through an ecosystem.

LS2 (5-8) INQ+SAE-5. Using data and observations, predict outcomes when abiotic/biotic factors are changed in an ecosystem.

LS2 (7-8)-5. Students demonstrate an understanding of equilibrium in an ecosystem by...
5c. Predicting the outcome of a given change in biotic and abiotic factors in an ecosystem.

LS2 (5-8) SAE-6. Given a scenario trace the flow of energy through an ecosystem, beginning with the sun, through organisms in the food web, and into the environment (includes photosynthesis and respiration).

LS2 (7-8)-6. Students demonstrate an understanding of energy flow in an ecosystem by...
6a. Explaining the transfer of the sun's energy through living systems and its effect upon them.
6b. Describing the basic processes and recognizing the names and chemical formulas of the substances involved in photosynthesis and respiration.
6c. Explaining the relationship between photosynthesis and respiration.
6d. Creating or interpreting a model that traces the flow of energy in a food web.

LS2 (5-8) SAE-7. Given an ecosystem, trace how matter cycles among and between organisms and the physical environment (includes water, oxygen, food web, decomposition, recycling but not carbon cycle or nitrogen cycle).

LS2 (7-8)-7. Students demonstrate an understanding of recycling in an ecosystem by...
7a. Diagramming or sequencing a series of steps showing how matter cycles among and between organisms and the physical environment.
7b. Developing a model for a food web of local aquatic and local terrestrial environments.
7c. Explaining the inverse nature or complementary aspects of photosynthesis/respiration in relation to carbon dioxide, water and oxygen exchange.
7d. Conducting a controlled investigation that shows that the total amount of matter remains constant, even though its form and location change as matter is transferred among and between organisms and the physical environment (e.g., bottle biology, mass of a closed system over time).

RI.LS3. Life Science: Groups of organisms show evidence of change over time (structures, behaviors, and biochemistry).

LS3 (5-8) MAS+FAF-8. Use a model, classification system, or dichotomous key to illustrate, compare, or interpret possible relationships among groups of organisms (e.g., internal and external structures, anatomical features).

LS3 (7-8)-8. Students demonstrate an understanding of classification of organisms by...
8a. Sorting organisms with similar characteristics into groups based on internal and external structures.
8b. Explaining how species with similar evolutionary histories/characteristics are classified more closely together with some organisms than others (e.g., a fish and human have more common with each other than a fish and jelly fish)
8c. Recognizing the classification system used in modern biology.

LS3 (5-8) POC-9. Cite examples supporting the concept that certain traits of organisms may provide a survival advantage in a specific environment and therefore, an increased likelihood to produce offspring.

LS3 (7-8)-9. Students demonstrate an understanding of Natural Selection/ evolution by...
9a. Explaining that genetic variations/traits of organisms are passed on through reproduction and random genetic changes.
9b. Gathering evidence that demonstrates evolutionary relationships among organisms (e.g., similarities in body structure, early development, traits).
9c. Differentiating between acquired and inherited characteristics and giving examples of each.
9d. Explaining how natural selection leads to evolution (e.g., survival of the fittest).
9e. Describing how scientists' understanding of the way species originate or become extinct has changed over time.

RI.PS1. Physical Science: All living and nonliving things are composed of matter having characteristic properties that distinguish one substance from another (independent of size or amount of substance).

PS1 (5-8) INQ-1. Investigate the relationships among mass, volume and density.

PS1 (7-8)-1. Students demonstrate an understanding of characteristic properties of matter by...
1a. Measuring mass and volume of both regular and irregular objects and using those values as well as the relationship D=m/v to calculate density.

PS1 (5-8) INQ+POC-2. Given data about characteristic properties of matter (e.g., melting and boiling points, density, solubility) identify, compare, or classify different substances.

PS1 (7-8)-2. Students demonstrate an understanding of characteristic properties of matter by...
2a. Identifying an unknown substance given its characteristic properties.
2b. Classifying and comparing substances using characteristic properties (e.g., solid, liquid, gas; metal, non-metal).

PS1 (5-8) MAS-5. Given graphic or written information, classify matter as atom/molecule or element/compound (Not the structure of an atom).

PS1 (7-8)-5. Students demonstrate an understanding of the structure of matter by...
5a. Using models or diagrams to show the difference between atoms and molecules.
5b. Classifying common elements and compounds using symbols and simple chemical formulas.
5c. Interpreting the symbols and formulas of simple chemical equations.
5d. Using symbols and chemical formulas to show simple chemical rearrangements that produce new substances (chemical change).
5e. Explaining that when substances undergo physical changes, the appearance may change but the chemical makeup and chemical properties do not.
5f. Explaining that when substances undergo chemical changes to form new substances, the properties of the new combinations may be very different from those of the old.

PS1 (5-8) SAE+MAS-4. Represent or explain the relationship between or among energy, molecular motion, temperature, and states of matter.

PS1 (7-8)-4. Students demonstrate an understanding of states of matter by...
4a. Creating diagrams or models that represent the states of matter at the molecular level.
4b. Explaining the effect of increased and decreased heat energy on the motion and arrangement of molecules.
4c. Observing the physical processes of evaporation and condensation, or freezing and melting, and describe these changes in terms of molecular motion and conservation of mass.

RI.PS2. Physical Science: Energy is necessary for change to occur in matter. Energy can be stored, transferred, and transformed, but cannot be destroyed.

PS2 (5-8) INQ+SAE+POC-7. Use data to draw conclusions about how heat can be transferred (convection, conduction, radiation).

PS2 (7-8)-7. Students demonstrate an understanding of heat energy by...
7a. Designing a diagram, model, or analogy to show or describe the motion of molecules for a material in a warmer and cooler state.
7b. Explaining the difference among conduction, convection and radiation and creating a diagram to explain how heat energy travels in different directions and through different materials by each of these methods.

PS2 (5-8)-SAE+ POC-6. Given a real-world example, show that within a system, energy transforms from one form to another (i.e., chemical, heat, electrical, gravitational, light, sound, mechanical).

PS2 (7-8)-6. Students demonstrate an understanding of energy by...
6a. Using a real world example to explain the transfer of potential energy to kinetic energy.
6b. Constructing a model to explain the transformation of energy from one form to another. (e.g. an electrical circuit changing electrical energy to light energy in a light bulb).
6c. Explaining that while energy may be stored, transferred, or transformed, the total amount of energy is conserved.
6d. Describing the effect of changing voltage in an electrical circuit.

RI.PS3. Physical Science: The motion of an object is affected by forces.

PS3 (5-8) INQ+ POC-8. Use data to determine or predict the overall (net effect of multiple forces (e.g., friction, gravitational, magnetic) on the position, speed, and direction of motion of objects.

PS3 (7-8)-8. Students demonstrate an understanding of motion by...
8a. Measuring distance and time for a moving object and using those values as well as the relationship s=d/t to calculate speed and graphically represent the data.
8b. Solving for any unknown in the expression s=d/t given values for the other two variables.
8c. Differentiating among speed, velocity and acceleration.
8d. Making and testing predictions on how unbalanced forces acting on objects change speed or direction of motion, or both.
8e. Describing or graphically representing that the acceleration of an object is proportional to the force on the object and inversely proportional to the object's mass.
8f. Differentiating between mass and weight.

PS3 (5-8) SAE+INQ. Experiment, observe, or predict how energy might be transferred by means of waves (Local Assessment Only).

PS3 (7-8)-LA. Students demonstrate an understanding of the visible spectrum of light by...
LAa. Experiment how light from the sun is made up of a mixture of many different colors of light (e.g. using prisms, spectrometers, crystals).
Lab. Representing in words, diagrams, or other models the visible spectrum as a part of the electromagnetic spectrum (consisting of visible light, infrared, and ultraviolet radiation) and composed of all colors of light
Lac. Differentiating between electromagnetic and mechanical waves.

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