What's New: Worksheets and Study Guides

Living and Nonliving Kindergarten Science
Living and Nonliving Kindergarten Science
Needs and Wants First Grade Social Studies
Add/Subtract Decimals Fourth Grade Math
Attributes First Grade Math
Addition Facts Second Grade Math
Relative Position First Grade Math

Oklahoma Standards for Eighth Grade Science

Bones, muscles, and skinWorksheets: 3Study Guides: 1Vocabulary: 6Chemical bondingFreeWorksheets: 3Study Guides: 1Vocabulary: 1Circulation and immunityWorksheets: 3Study Guides: 1Vocabulary: 7Forces in fluidsWorksheets: 3Study Guides: 1Vocabulary: 1Heat and heat technologyWorksheets: 3Study Guides: 1Vocabulary: 1LightWorksheets: 4Study Guides: 1Vocabulary: 2MineralsWorksheets: 4Study Guides: 1Vocabulary: 3Mirrors and lensesWorksheets: 3Study Guides: 1Vocabulary: 2Modern GeneticsWorksheets: 4Study Guides: 1Vocabulary: 5Organic compoundsWorksheets: 3Study Guides: 1Vocabulary: 1Our Solar SystemWorksheets: 3Plate tectonicsWorksheets: 4Study Guides: 1Vocabulary: 7Properties of atomsWorksheets: 4Study Guides: 1Vocabulary: 1Respiration and excretionWorksheets: 3Study Guides: 1Vocabulary: 4SoundWorksheets: 4Study Guides: 1Vocabulary: 1Stars, Galaxies and the UniverseWorksheets: 3Study Guides: 1Vocabulary: 2The Digestive and nutritionWorksheets: 3Study Guides: 1Vocabulary: 4The endocrine system and ReproductionWorksheets: 3Study Guides: 1Vocabulary: 5The energy of wavesWorksheets: 3Study Guides: 1Vocabulary: 2The Evolution and interaction of Living ThingsWorksheets: 3Study Guides: 1Vocabulary: 2The nervous systemWorksheets: 3Study Guides: 1Vocabulary: 5Understanding WeatherWorksheets: 4Study Guides: 1Vocabulary: 3


E/SS.4. Structures and Forces of the Earth and Solar System - The earth is mostly rock, three-fourths of its surface is covered by a relatively thin layer of water, and the entire planet is surrounded by a relatively thin blanket of air, and is able to support life. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:

E/SS.4.1. Landforms result from constructive forces such as crustal deformation, volcanic eruption, and deposition of sediment and destructive forces such as weathering and erosion.
E/SS.4.2. The formation, weathering, sedimentation, and reformation of rock constitute a continuing rock cycle in which the total amount of material stays the same as its form changes.
E/SS.4.3. Atmospheric and ocean circulation patterns affect weather on a global scale (e.g., El Nino, La Nina, Gulf Stream).

E/SS.5. Earth's History - The Earth's history involves periodic changes in the structures of the earth over time. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:

E/SS.5.1. Earth's history has been punctuated by occasional catastrophic events (e.g., the impact of asteroids or comets, enormous volcanic eruptions, periods of continental glaciation, and the rise and fall of sea level).
E/SS.5.2. Fossils provide important evidence of how life and environmental conditions have changed (e.g., Law of Superposition, index fossil, geologic time period, extinction).


LS.3. Diversity and Adaptations of Organisms - Millions of species of animals, plants, and microorganisms are alive today. Although different species might look dissimilar, the unity among organisms becomes apparent from an analysis of internal and external structures. Adaptation involves the selection of naturally occurring variations in populations. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:

LS.3.1. By classifying organisms, biologists consider details of internal and external structure to infer the degree of relatedness among organisms (i.e., kingdom, phylum, class, order, family, genus, species).
LS.3.2. Organisms have a great variety of internal and external structures that enable them to survive in a specific habitat (e.g., echolocation, seed dispersal).


PS.1. Properties and Chemical Changes in Matter - Physical characteristics of objects can be described using shape, size, and mass. The materials from which objects are made can be described using color, texture, and hardness. These properties can be used to distinguish and separate one substance from another. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:

PS.1.1. Substances react chemically with other substances to form new substances with different characteristics (e.g., oxidation, combustion, acid/base reactions).
PS.1.2. Matter has physical properties that can be measured (i.e., mass, volume, temperature, color, texture, density, and hardness) and chemical properties. In chemical reactions and physical changes, matter is conserved (e.g., compare and contrast physical and chemical changes).

PS.2. Motions and Forces - The motion of an object can be described by its position, direction of motion, and speed as prescribed by Newton's Laws of Motion. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:

PS.2.1. The motion of an object can be measured. The position of an object, its speed, and direction can be represented on a graph.
PS.2.2. An object that is not being subjected to a net force will continue to move at a constant velocity (i.e., inertia, balanced and unbalanced forces).


SPI.1. Observe and Measure - Observing is the first action taken by the learner to acquire new information about an object, organism, or event. Opportunities for observation are developed through the use of a variety of scientific tools. Measurement allows observations to be quantified. The student will accomplish these objectives to meet this process standard.

SPI.1.1. Identify qualitative and/or quantitative changes given conditions (e.g., temperature, mass, volume, time, position, length) before, during, and after an event.
SPI.1.2. Use appropriate tools (e.g., metric ruler, graduated cylinder, thermometer, balances, spring scales, stopwatches, computers, handheld data collection devices) to measure objects, organisms, and/or events.
SPI.1.3. Use appropriate International System of Units (SI) (i.e., grams, meters, liters, degrees Celsius, and seconds) and SI prefixes (i.e. milli-, centi-, and kilo-) when measuring objects, organisms and/or events.

SPI.2. Classify - Classifying establishes order. Objects, organisms, and events are classified based on similarities, differences, and interrelationships. The student will accomplish these objectives to meet this process standard.

SPI.2.1. Using observable properties, place an object, organism, and/or event into a classification system (e.g., dichotomous keys, periodic table, biological hierarchy).
SPI.2.2. Identify properties by which a set of objects, organisms, or events could be ordered.

SPI.3. Experimental design - Understanding experimental design requires that students recognize the components of a valid experiment. The student will accomplish these objectives to meet this process standard.

SPI.3.3. Identify variables and/or controls in an experimental setup: independent variable and dependent variable.
SPI.3.6. Recognize potential hazards and practice safety procedures in all science activities.

SPI.4. Interpret and Communicate - Interpreting is the process of recognizing patterns in collected data by making inferences, predictions, or conclusions. Communicating is the process of describing, recording, and reporting experimental procedures and results to others. Communication may be oral, written, or mathematical and includes organizing ideas, using appropriate vocabulary, graphs, other visual representations, and mathematical equations. The student will accomplish these objectives to meet this process standard.

SPI.4.1. Report and record both quantitative/qualitative data in an appropriate method when given an experimental procedure or data.
SPI.4.2. Interpret data tables, line, bar, trend, and/or circle graphs.
SPI.4.3. Evaluate to develop reasonable explanation and/or predictions.
SPI.4.4. Determine if results of investigations support or do not support hypotheses.
SPI.4.5. Communicate scientific processes, procedures, and conclusions (e.g., model, poster, diagram, journal entry, lab report, scientific paper, oral presentation, and digital presentation).

SPI.5. Inquiry - Inquiry can be defined as the skills necessary to carry out the process of scientific thinking. In order for inquiry to occur students must have the opportunity to make observations, pose questions, formulate testable hypotheses, carry out experiments, and make conclusions based on evidence. The student will accomplish these objectives to meet this process standard.

SPI.5.2. Design and conduct experiments utilizing scientific processes.
SPI.5.4. Understand the value of technology and use technology to gather data and analyze results of investigations (e.g., probes, hand-held digital devices, digital cameras, software, computers, calculators, digital balances, GPS).
SPI.5.5. Develop a logical relationship between evidence and explanation to form and communicate a valid conclusion, and suggest alternative explanation.

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