What's New: Worksheets and Study Guides

Living and Nonliving Kindergarten Science
Living and Nonliving Kindergarten Science
Whole Numbers Kindergarten Math
Word Study Kindergarten English Language Arts
Telling Time First Grade Math
Liquid Measure Kindergarten Math
Patterns First Grade Math

Colorado Standards for Eighth Grade Science

Bones, muscles, and skinWorksheets: 3Study Guides: 1Vocabulary: 6Chemical bondingFreeWorksheets: 3Study Guides: 1Vocabulary: 1Circulation and immunityWorksheets: 3Study Guides: 1Vocabulary: 7EarthquakesWorksheets: 3Vocabulary: 3Forces in fluidsWorksheets: 3Study Guides: 1Vocabulary: 1FossilsWorksheets: 4Study Guides: 1Vocabulary: 2Introduction to physical scienceWorksheets: 3Study Guides: 1Vocabulary: 1MineralsWorksheets: 4Study Guides: 1Vocabulary: 3Mirrors and lensesWorksheets: 3Study Guides: 1Vocabulary: 2Modern GeneticsWorksheets: 4Study Guides: 1Vocabulary: 5Organic compoundsWorksheets: 3Study Guides: 1Vocabulary: 1Plate tectonicsWorksheets: 4Study Guides: 1Vocabulary: 7Properties of atomsWorksheets: 4Study Guides: 1Vocabulary: 1Respiration and excretionWorksheets: 3Study Guides: 1Vocabulary: 4RocksWorksheets: 3Vocabulary: 2The Digestive and nutritionWorksheets: 3Study Guides: 1Vocabulary: 4The endocrine system and ReproductionWorksheets: 3Study Guides: 1Vocabulary: 5The Evolution and interaction of Living ThingsWorksheets: 3Study Guides: 1Vocabulary: 2The Movement of Ocean WaterWorksheets: 3Study Guides: 1Vocabulary: 1The nervous systemWorksheets: 3Study Guides: 1Vocabulary: 5Understanding WeatherWorksheets: 4Study Guides: 1Vocabulary: 3VolcanoesWorksheets: 3Vocabulary: 3

CO.1. Physical Science

1.1. Identify and calculate the direction and magnitude of forces that act on an object, and explain the results in the object's change of motion. Students can:

1.1.a. Predict and evaluate the movement of an object by examining the forces applied to it
1.1.b. Use mathematical expressions to describe the movement of an object
1.1.c. Develop and design a scientific investigation to collect and analyze speed and acceleration data to determine the net forces acting on a moving object

1.2. There are different forms of energy, and those forms of energy can be changed from one form to another - but total energy is conserved. Students can:

1.2.a. Gather, analyze, and interpret data to describe the different forms of energy and energy transfer
1.2.b. Develop a research-based analysis of different forms of energy and energy transfer
1.2.c. Use research-based models to describe energy transfer mechanisms, and predict amounts of energy transferred

1.3. Distinguish between physical and chemical changes, noting that mass is conserved during any change. Students can:

1.3.a. Identify the distinguishing characteristics between a chemical and a physical change
1.3.b. Gather, analyze, and interpret data on physical and chemical changes
1.3.c. Gather, analyze, and interpret data that show mass is conserved in a given chemical or physical change

1.4. Recognize that waves such as electromagnetic, sound, seismic, and water have common characteristics and unique properties. Students can:

1.4.a. Compare and contrast different types of waves
1.4.b. Describe for various waves the amplitude, frequency, wavelength, and speed
1.4.c. Describe the relationship between pitch and frequency in sound
1.4.d. Develop and design a scientific investigation regarding absorption, reflection, and refraction of light

CO.2. Life Science

2.1. Human activities can deliberately or inadvertently alter ecosystems and their resiliency. Students can:

2.1.a. Develop, communicate, and justify an evidence-based scientific example of how humans can alter ecosystems
2.1.b. Analyze and interpret data about human impact on local ecosystems

2.2. Organisms reproduce and transmit genetic information (genes) to offspring, which influences individuals' traits in the next generation. Students can:

2.2.a. Develop, communicate, and justify an evidence-based scientific explanation for how genetic information is passed to the next generation
2.2.b. Use direct and indirect observations, evidence, and data to support claims about genetic reproduction and traits of individuals
2.2.c. Gather, analyze, and interpret data on transmitting genetic information
2.2.d. Use models and diagrams to predict the phenotype and genotype of offspring based on the genotype of the parents
2.2.e. Use computer simulations to model and predict phenotype and genotype of offspring based on the genotype of the parents

CO.3. Earth Systems Science

3.1. Weather is a result of complex interactions of Earth's atmosphere, land and water, that are driven by energy from the sun, and can be predicted and described through complex models. Students can:

3.1.a. Differentiate between basic and severe weather conditions, and develop an appropriate action plan for personal safety and the safety of others
3.1.b. Observe and gather data for various weather conditions and compare to historical data for that date and location
3.1.c. Use models to develop and communicate a weather prediction

3.2. Earth has a variety of climates defined by average temperature, precipitation, humidity, air pressure, and wind that have changed over time in a particular location. Students can:

3.2.a. Develop, communicate and justify an evidence-based scientific explanation to account for Earth's different climates
3.2.b. Research and evaluate direct and indirect evidence to explain how climates vary from one location to another on Earth
3.2.c. Examine, evaluate, and question information from a variety of sources and media to investigate how climates vary from one location to another on Earth

3.3. The solar system is comprised of various objects that orbit the Sun and are classified based on their characteristics. Students can:

3.3.b. Describe methods and equipment used to explore the solar system and beyond
3.3.c. Design an investigation that involves direct observation of objects in the sky, and analyze and explain results
3.3.d. Research, critique, and communicate scientific theories that explain how the solar system was formed
3.3.e. Use computer data sets and simulations to explore objects in the solar system
3.3.f. Recognize that mathematical models are used to predict orbital paths and events

3.4. The relative positions and motions of Earth, Moon, and Sun can be used to explain observable effects such as seasons, eclipses, and Moon phases. Students can:

3.4.a. Develop, communicate, and justify an evidence-based explanation using relative positions of Earth, Moon, and Sun to explain the following natural phenomenon:
3.4.a.1. Tides
3.4.a.2. Eclipses of the Sun and Moon
3.4.a.3. Different shapes of the Moon as viewed from Earth
3.4.b. Analyze and interpret data to explain why we have seasons
3.4.c. Use models to explain the relative motions of Earth, Moon, and Sun over time

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

21st Century Skills FrameworkAlabama Common Core StandardsAlabama StandardsAlaska StandardsArizona Common Core StandardsArizona StandardsArkansas Common Core StandardsArkansas StandardsCalifornia Common Core StandardsCalifornia StandardsColorado StandardsCommon Core State StandardsConnecticut Common Core StandardsConnecticut StandardsDelaware Common Core StandardsDelaware StandardsFlorida Common Core StandardsFlorida Standards (NGSSS)Georgia Common Core StandardsGeorgia StandardsHawaii Common Core StandardsHawaii StandardsIdaho Common Core StandardsIdaho StandardsIllinois Common Core StandardsIllinois StandardsIndiana Common Core StandardsIndiana StandardsIowa Common Core StandardsIowa Core StandardsKansas Common Core StandardsKansas StandardsKentucky Common Core StandardsKentucky StandardsLouisiana Common Core StandardsLouisiana StandardsMaine Common Core StandardsMaine StandardsMaryland Common Core StandardsMaryland StandardsMassachusetts Common Core StandardsMassachusetts StandardsMichigan Common Core StandardsMichigan StandardsMinnesota Common Core StandardsMinnesota StandardsMississippi Common Core StandardsMississippi StandardsMissouri Common Core StandardsMissouri StandardsMontana Common Core StandardsMontana StandardsNational STEM StandardsNebraska StandardsNevada Common Core StandardsNevada StandardsNew Hampshire Common Core StandardsNew Hampshire StandardsNew Jersey Common Core StandardsNew Jersey StandardsNew Mexico Common Core StandardsNew Mexico StandardsNew York Common Core StandardsNew York StandardsNext Generation Science StandardsNorth Carolina Common Core StandardsNorth Carolina StandardsNorth Dakota Common Core StandardsNorth Dakota StandardsOhio Common Core StandardsOhio StandardsOklahoma Common Core StandardsOklahoma StandardsOregon Common Core StandardsOregon StandardsPennsylvania Common Core StandardsPennsylvania StandardsRhode Island Common Core StandardsRhode Island StandardsSouth Carolina Common Core StandardsSouth Carolina StandardsSouth Dakota Common Core StandardsSouth Dakota StandardsTennessee Common Core StandardsTennessee StandardsTexas Assessments Standards (STAAR)Texas TEKS StandardsU.S. National StandardsUtah Common Core StandardsUtah StandardsVermont Common Core StandardsVermont StandardsVirgin Islands Common Core StandardsVirginia StandardsWashington Common Core StandardsWashington DC Common Core StandardsWashington DC StandardsWashington StandardsWest Virginia Common Core StandardsWest Virginia StandardsWisconsin Common Core StandardsWisconsin StandardsWyoming Common Core StandardsWyoming Standards