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Skills available for Texas 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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1 The student, for at least 40% of the instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices.

  • A demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards; and

  • B practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials.

2 The student uses scientific inquiry methods during laboratory and field investigations.

3 The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists.

  • A in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;

  • B use models to represent aspects of the natural world such as human body systems and plant and animal cells;

  • C identify advantages and limitations of models such as size, scale, properties, and materials; and

  • D relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content.

4 The student knows how to use a variety of tools and safety equipment to conduct science inquiry.

  • A use appropriate tools to collect, record, and analyze information, including life science models, hand lens, stereoscopes, microscopes, beakers, Petri dishes, microscope slides, graduated cylinders, test tubes, meter sticks, metric rulers, metric tape measures, timing devices, hot plates, balances, thermometers, calculators, water test kits, computers, temperature and pH probes, collecting nets, insect traps, globes, digital cameras, journals/notebooks, and other equipment as needed to teach the curriculum; and

  • B use preventative safety equipment, including chemical splash goggles, aprons, and gloves, and be prepared to use emergency safety equipment, including an eye/face wash, a fire blanket, and a fire extinguisher.

5 The student knows that interactions occur between matter and energy.

6 The student knows that matter has physical and chemical properties and can undergo physical and chemical changes.

7 The student knows that there is a relationship among force, motion, and energy.

  • A contrast situations where work is done with different amounts of force to situations where no work is done such as moving a box with a ramp and without a ramp, or standing still;

  • B illustrate the transformation of energy within an organism such as the transfer from chemical energy to heat and thermal energy in digestion; and

  • C demonstrate and illustrate forces that affect motion in everyday life such as emergence of seedlings, turgor pressure, and geotropism.

8 The student knows that natural events and human activity can impact Earth systems.

  • A predict and describe how different types of catastrophic events impact ecosystems such as floods, hurricanes, or tornadoes;

  • B analyze the effects of weathering, erosion, and deposition on the environment in ecoregions of Texas; and

  • C model the effects of human activity on groundwater and surface water in a watershed.

9 The student knows components of our solar system.

  • A analyze the characteristics of objects in our solar system that allow life to exist such as the proximity of the Sun, presence of water, and composition of the atmosphere; and

  • B identify the accommodations, considering the characteristics of our solar system, that enabled manned space exploration.

10 The student knows that there is a relationship between organisms and the environment.

  • A observe and describe how different environments, including microhabitats in schoolyards and biomes, support different varieties of organisms;

  • B describe how biodiversity contributes to the sustainability of an ecosystem; and

  • C observe, record, and describe the role of ecological succession such as in a microhabitat of a garden with weeds.

11 The student knows that populations and species demonstrate variation and inherit many of their unique traits through gradual processes over many generations.

12 The student knows that living systems at all levels of organization demonstrate the complementary nature of structure and function.

13 The student knows that a living organism must be able to maintain balance in stable internal conditions in response to external and internal stimuli.

  • A investigate how organisms respond to external stimuli found in the environment such as phototropism and fight or flight; and

  • B describe and relate responses in organisms that may result from internal stimuli such as wilting in plants and fever or vomiting in animals that allow them to maintain balance.

14 The student knows that reproduction is a characteristic of living organisms and that the instructions for traits are governed in the genetic material.