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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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Texas Essential Knowledge and Skills (adopted in 2021) Texas Essential Knowledge and Skills (adopted in 2021)
Texas Essential Knowledge and Skills (TEKS) Texas Essential Knowledge and Skills (TEKS)

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1-4 Scientific investigation and reasoning

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 Texas Education Agency-approved safety standards; and
- B practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials.
2 The student uses scientific practices during laboratory and field investigations.
- A plan and implement comparative and descriptive investigations by making observations, asking well defined questions, and using appropriate equipment and technology;
  - Identify steps of the scientific method (7-A.1)
  - Identify laboratory tools (7-A.2)
- B design and implement experimental investigations by making observations, asking well defined questions, formulating testable hypotheses, and using appropriate equipment and technology;
- C collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers;
  - Choose customary units of distance, mass, and volume (7-II.1)
- D construct tables and graphs, using repeated trials and means, to organize data and identify patterns; and
  - Use data from tests to compare engineering-design solutions (7-C.3)
  - Use tables and graphs to identify patterns about kinetic energy (7-H.2)
- E analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.
3 The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists.
- A analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, 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
  - Analyze models of the Earth-Sun-Moon system (7-HH.1)
- 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.
  - Explore the engineering-design process: going to the Moon! (7-C.4)
  - Science literacy: how does the nervous system produce phantom pain? (7-P.2)
4 The student knows how to use a variety of tools and safety equipment to conduct science inquiry.
- A use appropriate tools, including life science models, hand lenses, 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 necessary equipment to collect, record, and analyze information; and
  - Identify laboratory tools (7-A.2)
- 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.
  - Laboratory safety equipment (7-A.3)

5-6 Matter and energy

5 The student knows that interactions occur between matter and energy.
- A recognize that radiant energy from the Sun is transformed into chemical energy through the process of photosynthesis; and
  - How do plants use and change energy? (7-U.1)
  - Identify the photosynthetic organism (7-U.2)
- B diagram the flow of energy through living systems, including food chains, food webs, and energy pyramids.
6 The student knows that matter has physical and chemical properties and can undergo physical and chemical changes.
- A distinguish between physical and chemical changes in matter.
  - Describe energy changes in chemical reactions (7-F.4)
  - Compare physical and chemical changes (7-F.5)

7 Force, motion, and energy

7 The student knows that there is a relationship among force, motion, and energy.
- A illustrate the transformation of energy within an organism such as the transfer from chemical energy to thermal energy; and
  - Explore energy transformations: bike ride (7-H.4)
  - How do plants use and change energy? (7-U.1)
- B demonstrate and illustrate forces that affect motion in organisms such as emergence of seedlings, turgor pressure, geotropism, and circulation of blood.

8-9 Earth and space

8 The student knows that natural events and human activity can impact Earth systems.
- A predict and describe how catastrophic events such as floods, hurricanes, or tornadoes impact ecosystems;
- 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.
  - Evaluate claims about natural resource use: groundwater (7-Z.1)
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
  - Analyze models of the Earth-Sun-Moon system (7-HH.1)
  - Analyze data to compare properties of planets (7-HH.4)
- B identify the accommodations, considering the characteristics of our solar system, that enabled manned space exploration.
  - Explore the engineering-design process: going to the Moon! (7-C.4)

10-14 Organisms and environments

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.
  - Investigate primary succession on a volcanic island (7-X.6)
11 The student knows that populations and species demonstrate variation and inherit many of their unique traits through gradual processes over many generations.
- A examine organisms or their structures such as insects or leaves and use dichotomous keys for identification;
- B explain variation within a population or species by comparing external features, behaviors, or physiology of organisms that enhance their survival such as migration, hibernation, or storage of food in a bulb; and
  - How can animal behaviors affect reproductive success? Identify evidence to support a claim (7-R.1)
- C identify some changes in genetic traits that have occurred over several generations through natural selection and selective breeding such as the Galapagos Medium Ground Finch (Geospiza fortis) or domestic animals and hybrid plants.
12 The student knows that living systems at all levels of organization demonstrate the complementary nature of structure and function.
- A investigate and explain how internal structures of organisms have adaptations that allow specific functions such as gills in fish, hollow bones in birds, or xylem in plants;
- B identify the main functions of the systems of the human organism, including the circulatory, respiratory, skeletal, muscular, digestive, excretory, reproductive, integumentary, nervous, and endocrine systems;
- C recognize levels of organization in plants and animals, including cells, tissues, organs, organ systems, and organisms;
  - Organization in the human body: the heart and the circulatory system (7-P.1)
- D differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole;
- E compare the functions of cell organelles to the functions of an organ system; and
- F recognize the components of cell theory.
  - Understanding cells (7-O.1)
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.
- A define heredity as the passage of genetic instructions from one generation to the next generation;
  - Genes, proteins, and traits: understanding the genetic code (7-Q.8)
- B compare the results of uniform or diverse offspring from asexual or sexual reproduction; and
- C recognize that inherited traits of individuals are governed in the genetic material found in the genes within chromosomes in the nucleus.
  - Genes, proteins, and traits: understanding the genetic code (7-Q.8)
  - Describe the effects of gene mutations on organisms (7-Q.9)

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1-4 Scientific investigation and reasoning

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 Texas Education Agency-approved safety standards; and

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

2 The student uses scientific practices during laboratory and field investigations.

A plan and implement comparative and descriptive investigations by making observations, asking well defined questions, and using appropriate equipment and technology;

B design and implement experimental investigations by making observations, asking well defined questions, formulating testable hypotheses, and using appropriate equipment and technology;

C collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers;

D construct tables and graphs, using repeated trials and means, to organize data and identify patterns; and

E analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.

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

A analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, 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.

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.

5-6 Matter and energy

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

A recognize that radiant energy from the Sun is transformed into chemical energy through the process of photosynthesis; and

B diagram the flow of energy through living systems, including food chains, food webs, and energy pyramids.

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

A distinguish between physical and chemical changes in matter.

7 Force, motion, and energy

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

A illustrate the transformation of energy within an organism such as the transfer from chemical energy to thermal energy; and

B demonstrate and illustrate forces that affect motion in organisms such as emergence of seedlings, turgor pressure, geotropism, and circulation of blood.

8-9 Earth and space

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

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

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.

10-14 Organisms and environments

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.

A examine organisms or their structures such as insects or leaves and use dichotomous keys for identification;

B explain variation within a population or species by comparing external features, behaviors, or physiology of organisms that enhance their survival such as migration, hibernation, or storage of food in a bulb; and

C identify some changes in genetic traits that have occurred over several generations through natural selection and selective breeding such as the Galapagos Medium Ground Finch (Geospiza fortis) or domestic animals and hybrid plants.

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

A investigate and explain how internal structures of organisms have adaptations that allow specific functions such as gills in fish, hollow bones in birds, or xylem in plants;

B identify the main functions of the systems of the human organism, including the circulatory, respiratory, skeletal, muscular, digestive, excretory, reproductive, integumentary, nervous, and endocrine systems;

C recognize levels of organization in plants and animals, including cells, tissues, organs, organ systems, and organisms;

D differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole;

E compare the functions of cell organelles to the functions of an organ system; and

F recognize the components of cell theory.

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.

A define heredity as the passage of genetic instructions from one generation to the next generation;

B compare the results of uniform or diverse offspring from asexual or sexual reproduction; and

C recognize that inherited traits of individuals are governed in the genetic material found in the genes within chromosomes in the nucleus.