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Skills available for New York 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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Next Generation Learning Standards: Reading Standards for Literacy in Science and Technical Subjects 6-8 Next Generation Learning Standards: Reading Standards for Literacy in Science and Technical Subjects 6-8
New York Learning Standards New York Learning Standards
New York State P-12 Common Core Learning Standards: Grades 6-8 Literacy in Science and Technical Subjects New York State P-12 Common Core Learning Standards: Grades 6-8 Literacy in Science and Technical Subjects
New York Core Curriculum: Analysis, Inquiry, and Design New York Core Curriculum: Analysis, Inquiry, and Design
New York Core Curriculum: Information Systems New York Core Curriculum: Information Systems
New York Core Curriculum: Interconnectedness: Common Themes New York Core Curriculum: Interconnectedness: Common Themes
New York Core Curriculum: Interdisciplinary Problem Solving New York Core Curriculum: Interdisciplinary Problem Solving
New York Core Curriculum: Intermediate Process Skills Based on Standard 4 New York Core Curriculum: Intermediate Process Skills Based on Standard 4
New York Core Curriculum: The Living Environment New York Core Curriculum: The Living Environment
New York Core Curriculum: The Physical Setting New York Core Curriculum: The Physical Setting

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1 Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

1 Abstraction and symbolic representation are used to communicate mathematically.
- M1.1 Extend mathematical notation and symbolism to include variables and algebraic expressions in order to describe and compare quantities and express mathematical relationships.
  - M1.1a identify independent and dependent variables
  - M1.1b identify relationships among variables including: direct, indirect, cyclic, constant; identify non-related material
    - How does mass affect force and acceleration? (5-G.3)
    - Collect and graph temperature data (5-T.1)
  - M1.1c apply mathematical equations to describe relationships among variables in the natural world
    - How does mass affect force and acceleration? (5-G.3)
2 Deductive and inductive reasoning are used to reach mathematical conclusions.
- M2.1 Use inductive reasoning to construct, evaluate, and validate conjectures and arguments, recognizing that patterns and relationships can assist in explaining and extending mathematical phenomena.
  - M2.1a interpolate and extrapolate from data
  - M2.1b quantify patterns and trends
3 Critical thinking skills are used in the solution of mathematical problems.
- M3.1 Apply mathematical knowledge to solve real-world problems and problems that arise from the investigation of mathematical ideas, using representations such as pictures, charts, and tables.
  - M3.1a use appropriate scientific tools to solve problems about the natural world
1 The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.
- S1.1 Formulate questions independently with the aid of references appropriate for guiding the search for explanations of everyday observations.
  - S1.1a formulate questions about natural phenomena
  - S1.1b identify appropriate references to investigate a question
  - S1.1c refine and clarify questions so that they are subject to scientific investigation
- S1.2 Construct explanations independently for natural phenomena, especially by proposing preliminary visual models of phenomena.
  - S1.2a independently formulate a hypothesis
  - S1.2b propose a model of a natural phenomenon
    - Read and construct animal life cycle diagrams (5-K.1)
  - S1.2c differentiate among observations, inferences, predictions, and explanations
- S1.3 Represent, present, and defend their proposed explanations of everyday observations so that they can be understood and assessed by others.
- S1.4 Seek to clarify, to assess critically, and to reconcile with their own thinking the ideas presented by others, including peers, teachers, authors, and scientists.
2 Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.
- S2.1 Use conventional techniques and those of their own design to make further observations and refine their explanations, guided by a need for more information.
  - S2.1a demonstrate appropriate safety techniques
  - S2.1b conduct an experiment designed by others
  - S2.1c design and conduct an experiment to test a hypothesis
  - S2.1d use appropriate tools and conventional techniques to solve problems about the natural world, including:
- S2.2 Develop, present, and defend formal research proposals for testing their own explanations of common phenomena, including ways of obtaining needed observations and ways of conducting simple controlled experiments.
  - S2.2a include appropriate safety procedures
  - S2.2b design scientific investigations (e.g., observing, describing, and comparing; collecting samples; seeking more information, conducting a controlled experiment; discovering new objects or phenomena; making models)
  - S2.2c design a simple controlled experiment
  - S2.2d identify independent variables (manipulated), dependent variables (responding), and constants in a simple controlled experiment
  - S2.2e choose appropriate sample size and number of trials
- S2.3 Carry out their research proposals, recording observations and measurements (e.g., lab notes, audiotape, computer disk, videotape) to help assess the explanation.
  - S2.3a use appropriate safety procedures
  - S2.3b conduct a scientific investigation
  - S2.3c collect quantitative and qualitative data
3 The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena.
- S3.1 Design charts, tables, graphs, and other representations of observations in conventional and creative ways to help them address their research question or hypothesis.
  - S3.1a organize results, using appropriate graphs, diagrams, data tables, and other models to show relationships
  - S3.1b generate and use scales, create legends, and appropriately label axes
- S3.2 Interpret the organized data to answer the research question or hypothesis and to gain insight into the problem.
  - S3.2a accurately describe the procedures used and the data gathered
  - S3.2b identify sources of error and the limitations of data collected
  - S3.2c evaluate the original hypothesis in light of the data
  - S3.2d formulate and defend explanations and conclusions as they relate to scientific phenomena
  - S3.2e form and defend a logical argument about cause-and-effect relationships in an investigation
  - S3.2f make predictions based on experimental data
  - S3.2g suggest improvements and recommendations for further studying
  - S3.2h use and interpret graphs and data tables
- S3.3 Modify their personal understanding of phenomena based on evaluation of their hypothesis.
1 Engineering design is an iterative process involving modeling and optimization (finding the best solution within given constraints); this process is used to develop technological solutions to problems within given constraints.
- T1.1 Identify needs and opportunities for technical solutions from an investigation of situations of general or social interest.
  - T1.1a identify a scientific or human need that is subject to a technological solution which applies scientific principles
- T1.2 Locate and utilize a range of printed, electronic, and human information resources to obtain ideas.
  - T1.2a use all available information systems for a preliminary search that addresses the need
- T1.3 Consider constraints and generate several ideas for alternative solutions, using group and individual ideation techniques (group discussion, brainstorming, forced connections, role play); defer judgment until a number of ideas have been generated; evaluate (critique) ideas; and explain why the chosen solution is optimal.
  - T1.3a generate ideas for alternative solutions
  - T1.3b evaluate alternatives based on the constraints of design
- T1.4 Develop plans, including drawings with measurements and details of construction, and construct a model of the solution, exhibiting a degree of craftsmanship.
  - T1.4a design and construct a model of the product or process
  - T1.4b construct a model of the product or process
- T1.5 In a group setting, test their solution against design specifications, present and evaluate results, describe how the solution might have been modified for different or better results, and discuss trade-offs that might have to be made.
  - T1.5a test a design
  - T1.5b evaluate a design

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1 Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

1 Abstraction and symbolic representation are used to communicate mathematically.

M1.1 Extend mathematical notation and symbolism to include variables and algebraic expressions in order to describe and compare quantities and express mathematical relationships.

M1.1a identify independent and dependent variables

M1.1b identify relationships among variables including: direct, indirect, cyclic, constant; identify non-related material

M1.1c apply mathematical equations to describe relationships among variables in the natural world

2 Deductive and inductive reasoning are used to reach mathematical conclusions.

M2.1 Use inductive reasoning to construct, evaluate, and validate conjectures and arguments, recognizing that patterns and relationships can assist in explaining and extending mathematical phenomena.

M2.1a interpolate and extrapolate from data

M2.1b quantify patterns and trends

3 Critical thinking skills are used in the solution of mathematical problems.

M3.1 Apply mathematical knowledge to solve real-world problems and problems that arise from the investigation of mathematical ideas, using representations such as pictures, charts, and tables.

M3.1a use appropriate scientific tools to solve problems about the natural world

1 The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.

S1.1 Formulate questions independently with the aid of references appropriate for guiding the search for explanations of everyday observations.

S1.1a formulate questions about natural phenomena

S1.1b identify appropriate references to investigate a question

S1.1c refine and clarify questions so that they are subject to scientific investigation

S1.2 Construct explanations independently for natural phenomena, especially by proposing preliminary visual models of phenomena.

S1.2a independently formulate a hypothesis

S1.2b propose a model of a natural phenomenon

S1.2c differentiate among observations, inferences, predictions, and explanations

S1.3 Represent, present, and defend their proposed explanations of everyday observations so that they can be understood and assessed by others.

S1.4 Seek to clarify, to assess critically, and to reconcile with their own thinking the ideas presented by others, including peers, teachers, authors, and scientists.

2 Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.

S2.1 Use conventional techniques and those of their own design to make further observations and refine their explanations, guided by a need for more information.

S2.1a demonstrate appropriate safety techniques

S2.1b conduct an experiment designed by others

S2.1c design and conduct an experiment to test a hypothesis

S2.1d use appropriate tools and conventional techniques to solve problems about the natural world, including:

measuring

observing

describing

classifying

sequencing

S2.2 Develop, present, and defend formal research proposals for testing their own explanations of common phenomena, including ways of obtaining needed observations and ways of conducting simple controlled experiments.

S2.2a include appropriate safety procedures

S2.2b design scientific investigations (e.g., observing, describing, and comparing; collecting samples; seeking more information, conducting a controlled experiment; discovering new objects or phenomena; making models)

S2.2c design a simple controlled experiment

S2.2d identify independent variables (manipulated), dependent variables (responding), and constants in a simple controlled experiment

S2.2e choose appropriate sample size and number of trials

S2.3 Carry out their research proposals, recording observations and measurements (e.g., lab notes, audiotape, computer disk, videotape) to help assess the explanation.

S2.3a use appropriate safety procedures

S2.3b conduct a scientific investigation

S2.3c collect quantitative and qualitative data

3 The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena.

S3.1 Design charts, tables, graphs, and other representations of observations in conventional and creative ways to help them address their research question or hypothesis.

S3.1a organize results, using appropriate graphs, diagrams, data tables, and other models to show relationships

S3.1b generate and use scales, create legends, and appropriately label axes

S3.2 Interpret the organized data to answer the research question or hypothesis and to gain insight into the problem.

S3.2a accurately describe the procedures used and the data gathered

S3.2b identify sources of error and the limitations of data collected

S3.2c evaluate the original hypothesis in light of the data

S3.2d formulate and defend explanations and conclusions as they relate to scientific phenomena

S3.2e form and defend a logical argument about cause-and-effect relationships in an investigation

S3.2f make predictions based on experimental data

S3.2g suggest improvements and recommendations for further studying

S3.2h use and interpret graphs and data tables

S3.3 Modify their personal understanding of phenomena based on evaluation of their hypothesis.

1 Engineering design is an iterative process involving modeling and optimization (finding the best solution within given constraints); this process is used to develop technological solutions to problems within given constraints.

T1.1 Identify needs and opportunities for technical solutions from an investigation of situations of general or social interest.

T1.1a identify a scientific or human need that is subject to a technological solution which applies scientific principles

T1.2 Locate and utilize a range of printed, electronic, and human information resources to obtain ideas.

T1.2a use all available information systems for a preliminary search that addresses the need

T1.3a generate ideas for alternative solutions

T1.3b evaluate alternatives based on the constraints of design

T1.4 Develop plans, including drawings with measurements and details of construction, and construct a model of the solution, exhibiting a degree of craftsmanship.

T1.4a design and construct a model of the product or process

T1.4b construct a model of the product or process

T1.5 In a group setting, test their solution against design specifications, present and evaluate results, describe how the solution might have been modified for different or better results, and discuss trade-offs that might have to be made.

T1.5a test a design

T1.5b evaluate a design