What's New: Science Worksheets and Study Guides

Earthquakes Seventh Grade Science
Sound Seventh Grade Science
Introduction to Plants Seventh Grade Science
Light Eighth Grade Science
Geologic time Eighth Grade Science
Fossils Eighth Grade Science
Groundwater Resources Sixth Grade Science

Washington DC Standards for Seventh Grade Science

DC.7.1. Scientific Thinking and Inquiry: Broad Concept: Scientific progress is made by asking relevant questions and conducting careful investigations. As a basis for understanding this concept, and to address the content in this grade, students should develop their own questions and perform investigations. Students:

7.1.5. Communicate the steps and results from an investigation in written reports and verbal presentations.

7.1.6. Incorporate circle charts, bar and line graphs, diagrams, scatter plots, and symbols into writing, such as lab or research reports, to serve as visual displays of evidence for claims and/or conclusions.

7.1.7. Recognize whether evidence is consistent with a proposed explanation, and know that different explanations can be given for the same evidence and that partial evidence may be exploited for reasons other than truth seeking.

DC.7.2. Science and Technology: Broad Concept: Although each of the human enterprises of science and technology has a character and history of its own, each is dependent on and reinforces the other. Students:

7.2.1. Explain types of technology that are developed and in use such as in agriculture, manufacturing, sanitation, medicine, warfare, transportation, information processing, and communication.

DC.7.3. Biological Classification: Broad Concept: Similarities are used to classify organisms since they may be used to infer the degree of relatedness among organisms. As a basis for understanding this concept, students:

7.3.1. Recognize and describe that a key distinction among organisms is between autotrophs, such as green plants (which use energy from sunlight to make their own food), and heterotrophs, such as animals and fungi (which consume other organisms as food and harvest energy from them).

7.3.2. Recognize and describe that biological classifications are based on how organisms are related: Organisms are classified into a hierarchy of groups and subgroups, with species the most fundamental unit.

DC.7.4. Cell Biology: Broad Concept: All living things are composed of cells, from just one to many quadrillions, whose details usually are visible only through a microscope. As a basis for understanding this concept, students:

7.4.1. Investigate and explain that all living things are composed of one or more cells; cells are organisms' basic units of structure and function; and cells come only from existing cells (Theodor Schwann's and Matthias Schleiden's cell theory).

7.4.10. Recognize that many organisms are single celled (e.g., bacteria, yeasts) and explain how this one cell must carry out all of the basic functions of life.

7.4.11. Construct a chart and describe that multicellular organisms are organized hierarchically from cells to tissues to organs to organ systems to organisms.

7.4.2. Describe that the way in which cells function is similar in all living organisms.

7.4.3. Explain that in those cells that contain a nucleus (eukaryotic plant and animal cells), the nucleus is the main repository for genetic information.

7.4.4. Identify cells, such as bacteria and blue-green algae, as prokaryotes. Explain that prokaryotic cells differ from eukaryotic cells most prominently in that they don't have a membrane-bound nucleus. Know their genetic information is in a threadlike mass, often a very long loop of DNA.

7.4.5. Know intracellular bodies with specific functions are called organelles. Describe that important among them are mitochondria which liberate energy for the work that cells do, and chloroplasts which capture sunlight energy for photosynthesis.

7.4.6. Describe that plant cells have chloroplasts and a cellulose cell wall, and animal cells do not.

7.4.7. Observe and explain that about two-thirds of the mass of a typical cell is accounted for by water, and that water gives cells many of their properties.

7.4.8. Describe how the most basic chemical functions of organisms, such as extracting energy from food and getting rid of wastes, are started or carried out completely within the cell.

7.4.9. Explain how cells in multicellular organism continually divide to make more cells for growth and repair, and various organs and tissues function to serve the needs of cells for food, air, and waste removal.

DC.7.5. Genetics: Broad Concept: Every organism requires information in the form of a set of instructions that specifies its traits. Those traits may be modified by environmental influences. As a basis for understanding this concept, students:

7.5.1. Describe that heredity is the passage of information for developing and maintaining the organism's body from one generation to another, that genes are the basic units of heredity, and they are made of DNA, consisting of very long molecules located in the chromosomes of each cell.

7.5.2. Explain how, in asexual reproduction, offspring are an almost identical copy of the mother cell.

7.5.3. Explain how, in sexual reproduction, a single reproductive cell from a female (female gamete, egg, or ovum) merges with a specialized cell from a male (male gamete or spermatozoon) to make a fertilized egg (zygote). This carries genetic information from both parental gametes and multiplies to form the complete organism.

7.5.5. Explain how the use of genetic-engineering techniques can speed the process of creating new varieties and introduce characteristics not easily available by selective breeding and can make possible more precise modifications involving the manipulation of just one or a few genes.

DC.7.6. Biological Evolution: Broad Concept: Biological evolution accounts for the diversity of species developed through gradual processes over many generations. As a basis for understanding this concept, students:

7.6.1. Describe that biological variation (phenotype variation) is the raw material on which natural selection operates.

7.6.2. Explain how Darwin's research and that of his followers supported a concept of differential survival in terms of fitness (i.e., given the potential exponential increase of offspring and the only linear potential increase of resources, favorable variations which aid individual organisms in their survival in a given environment will confer on those organisms a greater reproductive success for that variety).

7.6.3. Describe how biological evolution results primarily from the action of natural selection on the available variation in a population of organisms.

7.6.4. Explain how independent lines of evidence drawn from geology, fossils, comparative anatomy, and molecular biology provide the firm basis of evolutionary theory.

DC.7.7. Human Body: Broad Concept: Human beings have body systems for obtaining and providing energy, defense, reproduction, and the coordination of body functions. As a basis for understanding this concept, students:

7.7.1. Describe the specific functions and roles of each major human body system, including digestive, respiratory, excretory, reproductive, circulatory, nervous, endocrine, musculoskeletal, and immune system.

7.7.2. Explain that human beings have many similarities and differences, and the similarities make it possible for human beings to donate blood and organs to one another.

7.7.4. Research and explain that regular exercise is important to maintain a healthy heart/lung (cardiovascular) system, good muscle tone, and strong bone structure.

7.7.5. Identify specific examples of how viruses, bacteria, fungi, and more complex parasites may infect the human body and interfere with normal body functions.

7.7.6. Explain how white blood cells engulf invaders or produce antibodies that attack invaders or mark the invaders for killing by other white blood cells. Know these white cells are part of a larger system that produces 'immunity' or the capacity to resist disease due to pathogens.

7.7.7. Know that antibodies produced in response to an invader can remain for long periods in the system and can fight off subsequent invaders of the same kind.

7.7.8. Recognize that the environment may contain dangerous levels of substances that are harmful to human beings. Therefore, the good health of individuals requires monitoring the soil, air, and water as well as taking steps to keep them safe.

7.7.9. Research and explain the contributions of key scientists that have studied infection by disease organisms (germs), including Anton van Leeuwenhoek, Louis Pasteur, Joseph Lister, Robert Koch, Dimitri Iwanowski, and Alexander Fleming.

DC.7.8. Ecology: Broad Concept: Organisms in ecosystems exchange energy and nutrients among themselves and with the physical environment. As a basis for understanding this concept, students:

7.8.10. Recognize that entire species may prosper in spite of the poor survivability or bad fortune of individuals.

7.8.2. Describe how two types of organisms may interact in a competitive or cooperative relationship, such as producer/consumer, predator/prey, parasite/hosts, or as symbionts.

7.8.3. Illustrate and explain how plants use the energy from light to make simple sugars, and more complex molecules, from carbon dioxide and water through a process called photosynthesis. Understand this produces food that can be used immediately or stored for later use.

7.8.4. Create a food web to explain how energy and matter are transferred between producers and primary consumers and secondary consumers.

7.8.5. Describe how organisms that eat plants break down the plant structures to produce the materials and energy that they need to survive, and in turn, other organisms consume them.

7.8.6. Explain how dead plants and animals, broken down by other living organisms, especially microorganisms and fungi, contribute to the cycling of matter through the system as a whole.

7.8.8. Explain why in urban environments, a species (mostly human beings) settles in dense concentrations.

7.8.9. Describe that all organisms, including the human species, are part of and depend on two main interconnected global food webs: the ocean food web and the land food web.

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

Craft and Structure

6-8.RST.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

6-8.RST.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).
6-8.RST.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.

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

Production and Distribution of Writing

6-8.WHST.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

6-8.WHST.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

6-8.WHST.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
6-8.WHST.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.
6-8.WHST.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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