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Skills available for Alaska seventh-grade science standards

Standards are in black and IXL science skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practice that skill.

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A1 Science as Inquiry and Process

B1 Concepts of Physical Science

  • SB Students develop an understanding of the concepts, models, theories, universal principles, and facts that explain the physical world.

    • SB1 Students develop an understanding of the characteristic properties of matter and the relationship of these properties to their structure and behavior.

      • SB1.1 using physical properties (i.e., density, boiling point, freezing point, conductivity) to differentiate among and/or separate materials (i.e., elements, compounds, and mixtures).

    • SB2 Students develop an understanding that energy appears in different forms, can be transformed from one form to another, can be transferred or moved from one place or system to another, may be unavailable for use, and is ultimately conserved.

    • SB3 Students develop an understanding of the interactions between matter and energy, including physical, chemical, and nuclear changes, and the effects of these interactions on physical systems.

      • SB3.1 recognizing that most substances can exist as a solid, liquid, or gas depending on the motion of its particles.

    • SB4 Students develop an understanding of motions, forces, their characteristics and relationships, and natural forces and their effects.

C1 Concepts of Life Science

D1 Concepts of Earth Science

  • SD Students develop an understanding of the concepts, processes, theories, models, evidence, and systems of earth and space sciences.

    • SD1 Students develop an understanding of Earth's geochemical cycles.

    • SD2 Students develop an understanding of the origins, ongoing processes, and forces that shape the structure, composition, and physical history of the Earth.

      • SD2.1 identifying strategies (e.g., reforestation, dikes, wind breaks, off road activity guidelines) for minimizing erosion.

      • SD2.2 describing how the movement of the tectonic plates results in both slow changes (e.g., formation of mountains, ocean floors, and basins) and short –term events (e.g., volcanic eruptions, seismic waves, and earthquakes) on the surface.

    • SD3 Students develop an understanding of the cyclical changes controlled by energy from the sun and by Earth's position and motion in our solar system.

      • SD3.1 describing the weather using accepted meteorological terms (e.g., pressure systems, fronts, precipitation).

      • SD3.2 recognizing the relationship between phase changes (i.e., sublimation, condensation, evaporation) and energy transfer.

    • SD4 Students develop an understanding of the theories regarding the evolution of the universe.

      • SD4.1 comparing and contrasting characteristics of planets and stars. (i.e., light reflecting, light emitting, orbiting, orbited, composition.)

      • SD4.2 using light-years to describe distances between objects in the universe.

E1 Science and Technology

  • SE Students develop an understanding of the relationships among science, technology, and society.

    • SE1 Students develop an understanding of how scientific knowledge and technology are used in making decisions about issues, innovations, and responses to problems and everyday events.

      • SE1.1 describing how public policy affects the student's life. (e.g., public waste disposal).

    • SE2 Students develop an understanding that solving problems involves different ways of thinking, perspectives, and curiosity that lead to the exploration of multiple paths that are analyzed using scientific, technological, and social merits.

      • SE2.1 identifying, designing, testing, and revising solutions to a local problem.

      • SE2.2 comparing the student's work to the work of peers in order to identify multiple paths that can be used to investigate a question or problem.

    • SE3 Students develop an understanding of how scientific discoveries and technological innovations affect and are affected by our lives and cultures.

F1-F3 Cultural, Social, Personal Perspectives, and Science

  • SF Students develop an understanding of the dynamic relationships among scientific, cultural, social, and personal perspectives.

    • SF1 Students develop an understanding of the interrelationships among individuals, cultures, societies, science, and technology.

      • SF1.1 investigating the basis of local knowledge (e.g., describing and predicting weather) and sharing that information.

    • SF2 Students develop an understanding that some individuals, cultures, and societies use other beliefs and methods in addition to scientific methods to describe and understand the world.

      • SF2.1 investigating the basis of local knowledge (e.g., describing and predicting weather) and sharing that information.

    • SF3 Students develop an understanding of the importance of recording and validating cultural knowledge.

      • SF3.1 investigating the basis of local knowledge (e.g., describing and predicting weather) and sharing that information.

G1 History and Nature of Science

  • SG Students develop an understanding of the history and nature of science.

    • SG1 Students develop an understanding that historical perspectives of scientific explanations demonstrate that scientific knowledge changes over time, building on prior knowledge.

    • SG2 Students develop an understanding that the advancement of scientific knowledge embraces innovation and requires empirical evidence, repeatable investigations, logical arguments, and critical review in striving for the best possible explanations of the natural world.

      • SG2.1 explaining differences in results of repeated experiments.

    • SG3 Students develop an understanding that scientific knowledge is ongoing and subject to change as new evidence becomes available through experimental and/or observational confirmation(s).

      • SG3.1 revising a personal idea when presented with experimental/observational data inconsistent with that personal idea (e.g., the rates of falling bodies of different masses).

    • SG4 Students develop an understanding that advancements in science depend on curiosity, creativity, imagination, and a broad knowledge base.