RocketLit ~ TEKS Aligned Articles

Meet the needs of every student

TEKS Readings Tailored to Each Student’s Reading Level

RocketLit serves adaptive TEKS-aligned science readings from the 3rd through 12th grade reading levels, tailored for each student, to help struggling readers and challenge advanced students.

Everything
Science
History

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NGSS

Florida

3rd Grade

4th Grade

5th Grade

6th Grade

7th Grade

8th Grade

Texas

3rd Grade

4th Grade

5th Grade

6th Grade

7th Grade

8th Grade

North Carolina

6th Grade

7th Grade

8th Grade

Select Different
Standards

Physical Science

3-PS2

Motion and Stability: Forces and Interactions
4-PS3

Energy
4-PS4

Waves and their Applications in Technologies for Information Transfer
5-PS1

Matter and its Interactions
5-PS2

Motion and Stability: Forces and Interactions
5-PS3

Energy
MS-PS1

Matter and Its Interactions
MS-PS2

Motion and Stability: Forces and Interactions
MS-PS3

Energy
MS-PS4

Waves and Their Applications in Technologies for Information Transfer

Life Science

3-LS2

Ecosystems: Interactions, Energy, and Dynamics
3-LS3

Heredity: Inheritance and Variation of Traits
3-LS4

Biological Evolution: Unity and Diversity
4-LS1

From Molecules to Organisms: Structures and Processes
5-LS1

From Molecules to Organisms: Structures and Processes
5-LS2

Ecosystems: Interactions, Energy, and Dynamics
MS-LS1

From Molecules to Organisms: Structures and Processes
MS-LS2

Ecosystems: Interactions, Energy, and Dynamics
MS-LS3

Heredity: Inheritance and Variation of Traits
MS-LS4

Biological Evolution: Unity and Diversity

Earth and Space Sciences

3-ESS2

Earth’s Systems
3-ESS3

Earth and Human Activity
4-ESS1

Earth’s Place in the Universe
4-ESS2

Earth’s Systems
4-ESS3

Earth and Human Activity
5-ESS1

Earth’s Place in the Universe
5-ESS2

Earth’s Systems
5-ESS3

Earth and Human Activity
MS-ESS1

Earth's Place in the Universe
MS-ESS2

Earth's Systems
MS-ESS3

Earth and Human Activity

Engineering, Technology, and Applications of Science

3-5-ETS1

Engineering Design
MS-ETS1

Engineering Design

Cross Cutting Concepts (3rd-5th)

Patterns
Cause and Effect
Scale, Proportion, and Quantity
Systems and System Models
Energy and Matter

Cross Cutting Concepts (6th-8th)

Patterns
Cause and Effect
Scale, Proportion, and Quantity
Systems and System Models
Energy and Matter
Structure and Function
Stability and Change

3rd Grade

Nature of Science
SC.3.N.1

The Practice of Science
SC.3.N.3

The Role of Theories, Laws, Hypotheses, and Models
Earth and Space Science
SC.3.E.5

Earth in Space and Time
SC.3.E.6

Earth Structures
Physical Science
SC.3.P.8

Properties of Matter
SC.3.P.9

Changes in Matter
SC.3.P.10

Forms of Energy
SC.3.P.11

Energy Transfer and Transformations
Life Science
SC.3.L.14

Organization and Development of Living Organisms
SC.3.L.15

Diversity and Evolution of Living Organisms
SC.3.L.17

Interdependence

4th Grade

Nature of Science
SC.4.N.1

The Practice of Science
SC.4.N.2

The Characteristics of Scientific Knowledge
SC.4.N.3

The Role of Theories, Laws, Hypotheses, and Models
Earth and Space Science
SC.4.E.5

Earth in Space and Time
SC.4.E.6

Earth Structures
Physical Science
SC.4.P.8

Properties of Matter
SC.4.P.9

Changes in Matter
SC.4.P.10

Forms of Energy
SC.4.P.11

Energy Transfer and Transformations
SC.4.P.12

Motion of Objects
Life Science
SC.4.L.16

Heredity and Reproduction
SC.4.L.17

Interdependence

5th Grade

Nature of Science
SC.5.N.1

The Practice of Science
SC.5.N.2

The Characteristics of Scientific Knowledge
Earth and Space Science
SC.5.E.5

Earth in Space and Time
SC.5.E.7

Earth Systems and Patterns
Physical Science
SC.5.P.8

Properties of Matter
SC.5.P.9

Changes in Matter
SC.5.P.10

Forms of Energy
SC.5.P.11

Energy Transfer and Transformations
SC.5.P.13

Forces and Changes in Motion
Life Science
SC.5.L.14

Organization and Development of Living Organisms
SC.5.L.15

Diversity and Evolution of Living Organisms
SC.5.L.17

Interdependence

6th Grade

Nature of Science
SC.6.N.1

The Practice of Science
SC.6.N.2

The Characteristics of Scientific Knowledge
SC.6.N.3

The Role of Theories, Laws, Hypotheses, and Models
Earth and Space Science
SC.6.E.6

Earth Structures
SC.6.E.7

Earth Systems and Patterns
Physical Science
SC.6.P.11

Energy Transfer and Transformations
SC.6.P.12

Motion of Objects
SC.6.P.13

Forces and Changes in Motion
Life Science
SC.6.L.14

Organization and Development of Living Organisms
SC.6.L.15

Diversity and Evolution of Living Organisms

7th Grade

Nature of Science
SC.7.N.1

The Practice of Science
SC.7.N.2

The Characteristics of Scientific Knowledge
SC.7.N.3

The Role of Theories, Laws, Hypotheses, and Models
Earth and Space Science
SC.7.E.6

Earth Structures
Physical Science
SC.7.P.10

Forms of Energy
SC.7.P.11

Energy Transfer and Transformations
Life Science
SC.7.L.15

Diversity and Evolution of Living Organisms
SC.7.L.16

Heredity and Reproduction
SC.7.L.17

Interdependence

8th Grade

Nature of Science
SC.8.N.1

The Practice of Science
SC.8.N.2

The Characteristics of Scientific Knowledge
SC.8.N.3

The Role of Theories, Laws, Hypotheses, and Models
SC.8.N.4

Science and Society
Earth and Space Science
SC.8.E.5

Earth in Space and Time
Physical Science
SC.8.P.8

Properties of Matter
SC.8.P.9

Changes in Matter
Life Science
SC.8.L.18

Matter and Energy Transformations

3rd Grade

Scientific Investigation and Reasoning
3.1-4

Scientific Investigation and Reasoning
Matter and Energy
3.5

Physical Properties
Force, Motion, and Energy
3.6

Forces
Earth and Space
3.7

Natural Resources
3.8

The Sky
Organisms and Environments
3.9

Characteristics
3.10

Life Processes and Structures

4th Grade

Scientific Investigation and Reasoning
4.1-4

Scientific Investigation and Reasoning
Matter and Energy
4.5

Physical Properties
Force, Motion, and Energy
4.6

Energy
Earth and Space
4.7

Natural Resources
4.8

Sun, Earth, and Moon
Organisms and Environments
4.9

Ecosystems
4.10

Life Processes and Structures

5th Grade

Scientific Investigation and Reasoning
5.1-4

Scientific Investigation and Reasoning
Matter and Energy
5.5

Physical Properties
Force, Motion, and Energy
5.6

Forms of Energy
Earth and Space
5.7

Natural Resources
5.8

Sun, Earth, and Moon
Organisms and Environments
5.9

Environments
5.10

Life Processes and Structures

6th Grade

Scientific Investigation and Reasoning
6.1-4

Scientific Investigation and Reasoning
Matter and Energy
6.5

Elements and Compounds
6.6

Physical Properties
6.7

Renewable and Nonrenewable Resources
Force, Motion, and Energy
6.8

Potential and Kinetic Energy
6.9

Law of Conservation of Energy
Earth and Space
6.10

Plate Tectonics and the Rock Cycle
6.11

Basics of Our Solar System
Organisms and Environments
6.12

Domains and Kingdoms

7th Grade

Scientific Investigation and Reasoning
7.1-4

Scientific Investigation and Reasoning
Matter and Energy
7.5

Interactions of Matter and Energy
7.6

Properties of Matter
Force, Motion, and Energy
7.7

Basic Relationships
Earth and Space
7.8

Natural Events and Human Impact
7.9

Components of our Solar System
Organisms and Environments
7.10

Basic Relationships
7.11

Variation and Inheritence
7.12

Structure and Function
7.13

Maintaining Balance
7.14

Genes and Reproduction

8th Grade

Scientific Investigation and Reasoning
8.1-4

Scientific Investigation and Reasoning
Matter and Energy
8.5

Structure of Matter
Force, Motion, and Energy
8.6

Speed, Velocity, Direction, and Acceleration
Earth and Space
8.7

The Sun, the Earth, and the Moon
8.8

Characteristics of the Universe
8.9

Impact of Natural Events
8.10

Climactic Interations
Organisms and Environments
8.11

Interdependence

6th Grade

6.P.1

Forces and Motion
6.P.2

Matter: Properties and Change
6.P.3

Energy: Conservation and Transfer
6.E.1

Earth in the Universe
6.E.2

Earth Systems, Structures and Processes
6.L.1

Structures and Functions of Living Organisms
6.L.2

Ecosystems

7th Grade

7.P.1

Forces and Motion
7.P.2

Energy: Conservation and Transfer
7.E.1

Earth Systems, Structures and Processes
7.L.1

Structures and Functions of Living Organisms
7.L.2

Evolution and Genetics

8th Grade

8.P.1

Matter: Properties and Change
8.P.2

Energy: Conservation and Transfer
8.E.1

Earth Systems, Structures and Processes
8.E.2

Earth History
8.L.1

Structures and Functions of Living Organisms
8.L.2

Structures and Functions of Living Organisms
8.L.3

Ecosystems
8.L.4

Evolution and Genetics
8.L.5

Molecular Biology

3.1-4 Scientific Investigation and Reasoning

Introduction

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3.1.A. Demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including observing a schoolyard habitat

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3.1.B. Make informed choices in the use and conservation of natural resources by recycling or reusing materials such as paper, aluminum cans, and plastics.

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3.2.A. Plan and implement descriptive investigations, including asking and answering questions, making inferences, and selecting and using equipment or technology needed, to solve a specific problem in the natural world

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3.2.B. Collect data by observing and measuring using the metric system and recognize differences between observed and measured data

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3.2.C. Construct maps, graphic organizers, simple tables, charts, and bar graphs using tools and current technology to organize, examine, and evaluate measured data

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3.2.D. Analyze and interpret patterns in data to construct reasonable explanations based on evidence from investigations

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3.2.E. Demonstrate that repeated investigations may increase the reliability of results

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3.2.F. Communicate valid conclusions supported by data in writing, by drawing pictures, and through verbal discussion.

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3.3.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

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3.3.B. Draw inferences and evaluate accuracy of product claims found in advertisements and labels such as for toys and food

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3.3.C. Represent the natural world using models such as volcanoes or Sun, Earth, and Moon system and identify their limitations, including size, properties, and materials

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3.3.D. Connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists.

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3.4.A. Collect, record, and analyze information using tools, including microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, wind vanes, rain gauges, pan balances, graduated cylinders, beakers, spring scales, hot plates, meter sticks, compasses, magnets, collecting nets, notebooks, sound recorders, and Sun, Earth, and Moon system models; timing devices, including clocks and stopwatches; and materials to support observation of habitats of organisms such as terrariums and aquariums;

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3.4.B. Use safety equipment as appropriate, including safety goggles and gloves.

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3.5 Matter and Energy

The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used.

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3.5.A. Measure, test, and record physical properties of matter, including temperature, mass, magnetism, and the ability to sink or float

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3.5.B. Describe and classify samples of matter as solids, liquids, and gases and demonstrate that solids have a definite shape and that liquids and gases take the shape of their container

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3.5.C. Predict, observe, and record changes in the state of matter caused by heating or cooling

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3.5.D. Explore and recognize that a mixture is created when two materials are combined such as gravel and sand and metal and plastic paper clips

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3.6 Force, Motion, and Energy

The student knows that forces cause change and that energy exists in many forms.

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3.6.A. Explore different forms of energy, including mechanical, light, sound, and heat/thermal in everyday life

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3.6.B. Demonstrate and observe how position and motion can be changed by pushing and pulling objects to show work being done such as swings, balls, pulleys, and wagons;

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3.6.C. Observe forces such as magnetism and gravity acting on objects.

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3.7 Earth and Space

The student knows that Earth consists of natural resources and its surface is constantly changing.

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3.7.A. Explore and record how soils are formed by weathering of rock and the decomposition of plant and animal remains

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3.7.B. Investigate rapid changes in Earth's surface such as volcanic eruptions, earthquakes, and landslides

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3.7.C. Identify and compare different landforms, including mountains, hills, valleys, and plains;

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3.7.D. Explore the characteristics of natural resources that make them useful in products and materials such as clothing and furniture and how resources may be conserved.

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3.8 Earth and Space

The student knows there are recognizable patterns in the natural world and among objects in the sky.

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3.8.A. Observe, measure, record, and compare day-to-day weather changes in different locations at the same time that include air temperature, wind direction, and precipitation

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3.8.B. Describe and illustrate the Sun as a star composed of gases that provides light and heat energy for the water cycle

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3.8.C. Construct models that demonstrate the relationship of the Sun, Earth, and Moon, including orbits and positions

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3.8.D. Identify the planets in Earth's solar system and their position in relation to the Sun

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3.9 Organisms and Environments

The student knows that organisms have characteristics that help them survive and can describe patterns, cycles, systems, and relationships within the environments.

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3.9.A. Observe and describe the physical characteristics of environments and how they support populations and communities within an ecosystem

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3.9.B. Identify and describe the flow of energy in a food chain and predict how changes in a food chain affect the ecosystem such as removal of frogs from a pond or bees from a field

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3.9.C. Describe environmental changes such as floods and droughts where some organisms thrive and others perish or move to new locations.

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3.10 Organisms and Environments

The student knows that organisms undergo similar life processes and have structures that help them survive within their environments.

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3.10.A. Explore how structures and functions of plants and animals allow them to survive in a particular environment

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3.10.B. Explore that some characteristics of organisms are inherited such as the number of limbs on an animal or flower color and recognize that some behaviors are learned in response to living in a certain environment such as animals using tools to get food

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3.10.C. Investigate and compare how animals and plants undergo a series of orderly changes in their diverse life cycles such as tomato plants, frogs, and lady bugs.

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4.1-4 Scientific Investigation and Reasoning

Introduction

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4.1.A. Demonstrate safe practices and the use of safety equipment as described in the Texas Safety Standards during classroom and outdoor investigations

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4.1.B. Make informed choices in the use and conservation of natural resources and reusing and recycling of materials such as paper, aluminum, glass, cans, and plastic.

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4.2.A. Plan and implement descriptive investigations, including asking well-defined questions, making inferences, and selecting and using appropriate equipment or technology to answer his/her questions

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4.2.B. Collect and record data by observing and measuring, using the metric system, and using descriptive words and numerals such as labeled drawings, writing, and concept maps

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4.2.C. Construct simple tables, charts, bar graphs, and maps using tools and current technology to organize, examine, and evaluate data

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4.2.D. Analyze data and interpret patterns to construct reasonable explanations from data that can be observed and measured

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4.2.E. Perform repeated investigations to increase the reliability of results

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4.2.F. Communicate valid, oral, and written results supported by data

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4.3.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

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4.3.B. Draw inferences and evaluate accuracy of services and product claims found in advertisements and labels such as for toys, food, and sunscreen

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4.3.C. Represent the natural world using models such as rivers, stream tables, or fossils and identify their limitations, including accuracy and size;

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4.3.D. Connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists.

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4.4.A. Collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, mirrors, spring scales, pan balances, triple beam balances, graduated cylinders, beakers, hot plates, meter sticks, compasses, magnets, collecting nets, and notebooks; timing devices, including clocks and stopwatches; and materials to support observation of habitats of organisms such as terrariums and aquariums

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4.4.B. Use safety equipment as appropriate, including safety goggles and gloves

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4.5 Matter and Energy

The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used.

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4.5.A. Measure, compare, and contrast physical properties of matter, including size, mass, volume, states (solid, liquid, gas), temperature, magnetism, and the ability to sink or float

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4.5.B. Predict the changes caused by heating and cooling such as ice becoming liquid water and condensation forming on the outside of a glass of ice water

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4.5.C. Compare and contrast a variety of mixtures and solutions such as rocks in sand, sand in water, or sugar in water.

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4.6 Force, Motion, and Energy

The student knows that energy exists in many forms and can be observed in cycles, patterns, and systems.

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4.6.A. Differentiate among forms of energy, including mechanical, sound, electrical, light, and heat/thermal

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4.6.B. Differentiate between conductors and insulators

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4.6.C. Demonstrate that electricity travels in a closed path, creating an electrical circuit, and explore an electromagnetic field

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4.6.D. Design an experiment to test the effect of force on an object such as a push or a pull, gravity, friction, or magnetism.

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4.7 Earth and Space

The students know that Earth consists of useful resources and its surface is constantly changing.

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4.7.A. Examine properties of soils, including color and texture, capacity to retain water, and ability to support the growth of plants

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4.7.B. Observe and identify slow changes to Earth's surface caused by weathering, erosion, and deposition from water, wind, and ice

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4.7.C. Identify and classify Earth's renewable resources, including air, plants, water, and animals; and nonrenewable resources, including coal, oil, and natural gas; and the importance of conservation

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4.8 Earth and Space

The student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system.

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4.8.A. Measure and record changes in weather and make predictions using weather maps, weather symbols, and a map key

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4.8.B. Describe and illustrate the continuous movement of water above and on the surface of Earth through the water cycle and explain the role of the Sun as a major source of energy in this process

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4.8.C. Collect and analyze data to identify sequences and predict patterns of change in shadows, tides, seasons, and the observable appearance of the Moon over time

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4.9 Organisms and Environments

The student knows and understands that living organisms within an ecosystem interact with one another and with their environment.

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4.9.A. Investigate that most producers need sunlight, water, and carbon dioxide to make their own food, while consumers are dependent on other organisms for food

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4.9.B. Describe the flow of energy through food webs, beginning with the Sun, and predict how changes in the ecosystem affect the food web such as a fire in a forest

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4.10 Organisms and Environments

The student knows that organisms undergo similar life processes and have structures that help them survive within their environment.

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4.10.A. Explore how adaptations enable organisms to survive in their environment such as comparing birds' beaks and leaves on plants

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4.10.B. Demonstrate that some likenesses between parents and offspring are inherited, passed from generation to generation such as eye color in humans or shapes of leaves in plants. Other likenesses are learned such as table manners or reading a book and seals balancing balls on their noses

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4.10.C. Explore, illustrate, and compare life cycles in living organisms such as butterflies, beetles, radishes, or lima beans.

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5.1-4 Scientific Investigation and Reasoning

Introduction

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5.1.A. Demonstrate safe practices and the use of safety equipment as described in the Texas Safety Standards during classroom and outdoor investigations; and

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5.1.B. Make informed choices in the conservation, disposal, and recycling of materials.

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5.10.A. Compare the structures and functions of different species that help them live and survive such as hooves on prairie animals or webbed feet in aquatic animals;

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5.10.B. Differentiate between inherited traits of plants and animals such as spines on a cactus or shape of a beak and learned behaviors such as an animal learning tricks or a child riding a bicycle;

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5.10.C. Describe the differences between complete and incomplete metamorphosis of insects

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5.2.A. Describe, plan, and implement simple experimental investigations testing one variable;

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5.2.B. Ask well-defined questions, formulate testable hypotheses, and select and use appropriate equipment and technology

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5.2.C. Collect information by detailed observations and accurate measuring;

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5.2.D. Analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence;

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5.2.E. Demonstrate that repeated investigations may increase the reliability of results;

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5.2.F. Communicate valid conclusions in both written and verbal forms; and

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5.2.G. Construct appropriate simple graphs, tables, maps, and charts using technology, including computers, to organize, examine, and evaluate information.

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5.3.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

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5.3.B. Evaluate the accuracy of the information related to promotional materials for products and services such as nutritional labels

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5.3.C. Draw or develop a model that represents how something works or looks that cannot be seen such as how a soda dispensing machine works; and

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5.3.D. Connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists.

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5.4.A. Collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, prisms, mirrors, pan balances, triple beam balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, and notebooks; timing devices, including clocks and stopwatches; and materials to support observations of habitats or organisms such as terrariums and aquariums

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5.4.B. Use safety equipment, including safety goggles and gloves.

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5.5 Matter and Energy

The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used.

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5.5.A. Classify matter based on physical properties, including mass, magnetism, physical state (solid, liquid, and gas), relative density (sinking and floating), solubility in water, and the ability to conduct or insulate thermal energy or electric energy

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5.5.B. Identify the boiling and freezing/melting points of water on the Celsius scale

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5.5.C. Demonstrate that some mixtures maintain physical properties of their ingredients such as iron filings and sand; and

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5.5.D. Identify changes that can occur in the physical properties of the ingredients of solutions such as dissolving salt in water or adding lemon juice to water.

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5.6 Force, Motion, and Energy

The student knows that energy occurs in many forms and can be observed in cycles, patterns, and systems.

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5.6.A. Explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy

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5.6.B. Demonstrate that the flow of electricity in circuits requires a complete path through which an electric current can pass and can produce light, heat, and sound

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5.6.C. Demonstrate that light travels in a straight line until it strikes an object or travels through one medium to another and demonstrate that light can be reflected such as the use of mirrors or other shiny surfaces and refracted such as the appearance of an object when observed through water; and

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5.6.D. Design an experiment that tests the effect of force on an object.

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5.7 Earth and Space

The student knows Earth's surface is constantly changing and consists of useful resources.

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5.7.A. Explore the processes that led to the formation of sedimentary rocks and fossil fuels;

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5.7.B. Recognize how landforms such as deltas, canyons, and sand dunes are the result of changes to Earth's surface by wind, water, and ice;

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5.7.C. Identify alternative energy resources such as wind, solar, hydroelectric, geothermal, and biofuels;

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5.7.D. Identify fossils as evidence of past living organisms and the nature of the environments at the time using models.

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5.8 Earth and Space

The student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system.

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5.8.A. Differentiate between weather and climate

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5.8.B. Explain how the Sun and the ocean interact in the water cycle

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5.8.C. Demonstrate that Earth rotates on its axis once approximately every 24 hours causing the day/night cycle and the apparent movement of the Sun across the sky

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5.8.D. Identify and compare the physical characteristics of the Sun, Earth, and Moon

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5.9 Organisms and Environments

The student knows that there are relationships, systems, and cycles within environments.

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5.9.A. Observe the way organisms live and survive in their ecosystem by interacting with the living and non-living elements

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5.9.B. Describe how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a food chain and food web to consumers and decomposers;

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5.9.C. Predict the effects of changes in ecosystems caused by living organisms, including humans, such as the overpopulation of grazers or the building of highways

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5.9.D. Identify the significance of the carbon dioxide-oxygen cycle to the survival of plants and animals.

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5.10 Organisms and Environments

The student knows that organisms undergo similar life processes and have structures that help them survive within their environments.

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5.10.A. Compare the structures and functions of different species that help them live and survive such as hooves on prairie animals or webbed feet in aquatic animals;

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5.10.B. Differentiate between inherited traits of plants and animals such as spines on a cactus or shape of a beak and learned behaviors such as an animal learning tricks or a child riding a bicycle;

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5.10.C. Describe the differences between complete and incomplete metamorphosis of insects

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6.1-4 Scientific Investigation and Reasoning

Introduction

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6.0.Intro.1. Science, as defined by the National Academy of Science, is the "use of evidence to construct testable explanations and predictions of natural phenomena, as well as the knowledge generated through this process." This vast body of changing and increasing knowledge is described by physical, mathematical, and conceptual models. Students should know that some questions are outside the realm of science because they deal with phenomena that are not scientifically testable.

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6.0.Intro.2. Scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power that have been tested over a wide variety of conditions become theories. Scientific theories are based on natural and physical phenomena and are capable of being tested by multiple, independent researchers. Students should know that scientific theories, unlike hypotheses, are well-established and highly reliable, but they may still be subject to change as new information and technologies are developed. Students should be able to distinguish between scientific decision-making methods and ethical/social decisions that involve the application of scientific information.

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6.1.A. Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards; and

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

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Background Articles 0
6.2.A. Plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology;

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

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

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6.2.D. Construct tables and graphs, using repeated trials and means, to organize data and identify patterns; and

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

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6.3.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;

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6.3.B. Use models to represent aspects of the natural world such as a model of Earth's layers;

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6.3.C. Identify advantages and limitations of models such as size, scale, properties, and materials; and

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6.3.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.

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6.4.A. Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances, microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum; and

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6.4.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.

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6.5 Matter and Energy

The student knows the differences between elements and compounds.

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6.5.A. Know that an element is a pure substance represented by chemical symbols.

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6.5.B. Recognize that a limited number of the many known elements comprise the largest portion of solid Earth, living matter, oceans, and the atmosphere.

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6.5.C. Differentiate between elements and compounds on the most basic level.

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6.5.D. Identify the formation of a new substance by using the evidence of a possible chemical change such as production of a gas, change in temperature, production of a precipitate, or color change.

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6.6 Matter and Energy

The student knows matter has physical properties that can be used for classification.

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6.6.A. Compare metals, nonmetals, and metalloids using physical properties such as luster, conductivity, or malleability.

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6.6.B. Calculate density to identify an unknown substance.

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6.6.C. Test the physical properties of minerals, including hardness, color, luster, and streak.

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6.7 Matter and Energy

The student knows that some of Earth's energy resources are available on a nearly perpetual basis, while others can be renewed over a relatively short period of time. Some energy resources, once depleted, are essentially nonrenewable.

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6.7.A. Research and debate the advantages and disadvantages of using coal, oil, natural gas, nuclear power, biomass, wind, hydropower, geothermal, and solar resources.

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6.7.B. Design a logical plan to manage energy resources in the home, school, or community.

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6.8 Force, Motion, and Energy

The student knows force and motion are related to potential and kinetic energy.

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6.8.A. Compare and contrast potential and kinetic energy.

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6.8.B. Identify and describe the changes in position, direction, and speed of an object when acted upon by unbalanced forces.

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6.8.C. Calculate average speed using distance and time measurements.

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6.8.D. Measure and graph changes in motion.

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6.8.E. Investigate how inclined planes and pulleys can be used to change the amount of force to move an object.

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6.9 Force, Motion, and Energy

The student knows that the Law of Conservation of Energy states that energy can neither be created nor destroyed, it just changes form.

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6.9.A. Investigate methods of thermal energy transfer, including conduction, convection, and radiation.

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6.9.B. Verify through investigations that thermal energy moves in a predictable pattern from warmer to cooler until all the substances attain the same temperature such as an ice cube melting.

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6.9.C. Demonstrate energy transformations such as energy in a flashlight battery changes from chemical energy to electrical energy to light energy.

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6.10 Earth and Space

The student understands the structure of Earth, the rock cycle, and plate tectonics.

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6.10.A. Build a model to illustrate the structural layers of Earth, including the inner core, outer core, mantle, crust, asthenosphere, and lithosphere.

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6.10.B. Classify rocks as metamorphic, igneous, or sedimentary by the processes of their formation.

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6.10.C. Identify the major tectonic plates, including Eurasian, African, Indo-Australian, Pacific, North American, and South American.

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6.10.D. Describe how plate tectonics causes major geological events such as ocean basins, earthquakes, volcanic eruptions, and mountain building.

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6.11 Earth and Space

The student understands the organization of our solar system and the relationships among the various bodies that comprise it.

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6.11.A. Describe the physical properties, locations, and movements of the Sun, planets, Galilean moons, meteors, asteroids, and comets.

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6.11.B. Understand that gravity is the force that governs the motion of our solar system.

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6.11.C. Describe the history and future of space exploration, including the types of equipment and transportation needed for space travel.

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6.12 Organisms and Environments

The student knows all organisms are classified into Domains and Kingdoms. Organisms within these taxonomic groups share similar characteristics which allow them to interact with the living and nonliving parts of their ecosystem.

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6.12.A. Understand that all organisms are composed of one or more cells.

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6.12.B. Recognize that the presence of a nucleus determines whether a cell is prokaryotic or eukaryotic.

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6.12.C. Recognize that the broadest taxonomic classification of living organisms is divided into currently recognized Domains.

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6.12.D. Identify the basic characteristics of organisms, including prokaryotic or eukaryotic, unicellular or multicellular, autotrophic or heterotrophic, and mode of reproduction, that further classify them in the currently recognized Kingdoms.

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6.12.E. Describe biotic and abiotic parts of an ecosystem in which organisms interact.

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6.12.F. Diagram the levels of organization within an ecosystem, including organism, population, community, and ecosystem.

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7.1-4 Scientific Investigation and Reasoning

Introduction

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7.0.Intro.1. Science, as defined by the National Academy of Sciences, is the "use of evidence to construct testable explanations and predictions of natural phenomena, as well as the knowledge generated through this process." This vast body of changing and increasing knowledge is described by physical, mathematical, and conceptual models. Students should know that some questions are outside the realm of science because they deal with phenomena that are not scientifically testable.

Aligned Articles 4

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7.0.Intro.2. Scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power that have been tested over a wide variety of conditions become theories. Scientific theories are based on natural and physical phenomena and are capable of being tested by multiple, independent researchers. Students should know that scientific theories, unlike hypotheses, are well-established and highly reliable, but they may still be subject to change as new information and technologies are developed. Students should be able to distinguish between scientific decision-making methods and ethical/social decisions that involve the application of scientific information.

Aligned Articles 2

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7.1.A. Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards.

Aligned Articles 1

Background Articles 0
7.1.B. Practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials.

Aligned Articles 0

Background Articles 0
7.2.A. Plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology;

Aligned Articles 1

Background Articles 0
7.2.B. Design and implement experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology;

Aligned Articles 1

Background Articles 0
7.2.C. Collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers;

Aligned Articles 0

Background Articles 1
7.2.D. Construct tables and graphs, using repeated trials and means, to organize data and identify patterns; and

Aligned Articles 1

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

Aligned Articles 1

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7.3.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;

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7.3.B. Use models to represent aspects of the natural world such as human body systems and plant and animal cells;

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7.3.C. Identify advantages and limitations of models such as size, scale, properties, and materials; and

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7.3.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.

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Background Articles 1
7.4.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

Aligned Articles 2

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7.4.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.

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7.5 Matter and Energy

The student knows that interactions occur between matter and energy.

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7.5.A. Recognize that radiant energy from the Sun is transformed into chemical energy through the process of photosynthesis.

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7.5.B. Demonstrate and explain the cycling of matter within living systems such as in the decay of biomass in a compost bin.

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7.5.C. Diagram the flow of energy through living systems, including food chains, food webs, and energy pyramids.

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7.6 Matter and Energy

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

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7.6.A. Identify that organic compounds contain carbon and other elements such as hydrogen, oxygen, phosphorus, nitrogen, or sulfur.

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7.6.B. Distinguish between physical and chemical changes in matter in the digestive system.

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7.6.C. Recognize how large molecules are broken down into smaller molecules such as carbohydrates can be broken down into sugars.

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7.7 Force, Motion, and Energy

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

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7.7.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.

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7.7.B. Illustrate the transformation of energy within an organism such as the transfer from chemical energy to heat and thermal energy in digestion.

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

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7.8 Earth and Space

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

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7.8.A. Predict and describe how different types of catastrophic events impact ecosystems such as floods, hurricanes, or tornadoes.

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7.8.B. Analyze the effects of weathering, erosion, and deposition on the environment in ecoregions of Texas.

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7.8.C. Model the effects of human activity on groundwater and surface water in a watershed.

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7.9 Earth and Space

The student knows components of our solar system.

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7.9.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.

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

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7.10 Organisms and Environments

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

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7.10.A. Observe and describe how different environments, including microhabitats in schoolyards and biomes, support different varieties of organisms.

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7.10.B. Describe how biodiversity contributes to the sustainability of an ecosystem.

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

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7.11 Organisms and Environments

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

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7.11.A. Examine organisms or their structures such as insects or leaves and use dichotomous keys for identification.

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7.11.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.

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7.11.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.

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7.12 Organisms and Environments

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

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7.12.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.

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7.12.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.

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7.12.C. Recognize levels of organization in plants and animals, including cells, tissues, organs, organ systems, and organisms.

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7.12.D. Differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole.

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7.12.E. Compare the functions of a cell to the functions of organisms such as waste removal.

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7.12.F. Recognize that according to cell theory all organisms are composed of cells and cells carry on similar functions such as extracting energy from food to sustain life.

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7.13 Organisms and Environments

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

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7.13.A. Investigate how organisms respond to external stimuli found in the environment such as phototropism and fight or flight.

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7.13.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.

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7.14 Organisms and Environments

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

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7.14.A. Define heredity as the passage of genetic instructions from one generation to the next generation.

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7.14.B. Compare the results of uniform or diverse offspring from sexual reproduction or asexual reproduction.

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

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8.1-4 Scientific Investigation and Reasoning

Introduction

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8.0.Intro.1. Science, as defined by the National Academy of Sciences, is the "use of evidence to construct testable explanations and predictions of natural phenomena, as well as the knowledge generated through this process." This vast body of changing and increasing knowledge is described by physical, mathematical, and conceptual models. Students should know that some questions are outside the realm of science because they deal with phenomena that are not scientifically testable.

Aligned Articles 4

Background Articles 0
8.0.Intro.2. Scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power that have been tested over a wide variety of conditions become theories. Scientific theories are based on natural and physical phenomena and are capable of being tested by multiple, independent researchers. Students should know that scientific theories, unlike hypotheses, are well-established and highly reliable, but they may still be subject to change as new information and technologies are developed. Students should be able to distinguish between scientific decision-making methods and ethical/social decisions that involve the application of scientific information.

Aligned Articles 2

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8.1.A. Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards; and

Aligned Articles 0

Background Articles 1
8.1.B. Practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials.

Aligned Articles 0

Background Articles 0
8.2.A. Plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology;

Aligned Articles 1

Background Articles 0
8.2.B. Design and implement comparative and experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology;

Aligned Articles 0

Background Articles 0
8.2.C. Collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers;

Aligned Articles 0

Background Articles 1
8.2.D. Construct tables and graphs, using repeated trials and means, to organize data and identify patterns; and

Aligned Articles 1

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

Aligned Articles 1

Background Articles 0
8.3.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;

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8.3.B. Use models to represent aspects of the natural world such as an atom, a molecule, space, or a geologic feature;

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8.3.C. Identify advantages and limitations of models such as size, scale, properties, and materials; and

Aligned Articles 1

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8.3.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.

Aligned Articles 1

Background Articles 1
8.4.A. Use appropriate tools to collect, record, and analyze information, including lab journals/notebooks, beakers, meter sticks, graduated cylinders, anemometers, psychrometers, hot plates, test tubes, spring scales, balances, microscopes, thermometers, calculators, computers, spectroscopes, timing devices, and other equipment as needed to teach the curriculum; and

Aligned Articles 2

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8.4.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.

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8.5 Matter and Energy

The student knows that matter is composed of atoms and has chemical and physical properties.

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8.5.A. Describe the structure of atoms, including the masses, electrical charges, and locations, of protons and neutrons in the nucleus and electrons in the electron cloud.

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8.5.B. Identify that protons determine an element's identity and valence electrons determine its chemical properties, including reactivity.

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8.5.C. Interpret the arrangement of the Periodic Table, including groups and periods, to explain how properties are used to classify elements.

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8.5.D. Recognize that chemical formulas are used to identify substances and determine the number of atoms of each element in chemical formulas containing subscripts.

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8.5.E. Investigate how evidence of chemical reactions indicate that new substances with different properties are formed.

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8.5.F. Recognize whether a chemical equation containing coefficients is balanced or not and how that relates to the law of conservation of mass.

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8.6 Force, Motion, and Energy

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

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8.6.A. Demonstrate and calculate how unbalanced forces change the speed or direction of an object's motion.

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8.6.B. Differentiate between speed, velocity, and acceleration.

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8.6.C. Investigate and describe applications of Newton's law of inertia, law of force and acceleration, and law of action-reaction such as in vehicle restraints, sports activities, amusement park rides, Earth's tectonic activities, and rocket launches.

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8.7 Earth and Space

The student knows the effects resulting from cyclical movements of the Sun, Earth, and Moon.

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8.7.A. Model and illustrate how the tilted Earth rotates on its axis, causing day and night, and revolves around the Sun causing changes in seasons.

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8.7.B. Demonstrate and predict the sequence of events in the lunar cycle.

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8.7.C. Relate the position of the Moon and Sun to their effect on ocean tides.

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8.8 Earth and Space

The student knows characteristics of the universe.

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8.8.A. Describe components of the universe, including stars, nebulae, and galaxies, and use models such as the Herztsprung-Russell diagram for classification.

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8.8.B. Recognize that the Sun is a medium-sized star near the edge of a disc-shaped galaxy of stars and that the Sun is many thousands of times closer to Earth than any other star.

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8.8.C. Explore how different wavelengths of the electromagnetic spectrum such as light and radio waves are used to gain information about distances and properties of components in the universe.

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8.8.D. Model and describe how light years are used to measure distances and sizes in the universe.

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8.8.E. Research how scientific data are used as evidence to develop scientific theories to describe the origin of the universe.

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8.9 Earth and Space

The student knows that natural events can impact Earth systems.

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8.9.A. Describe the historical development of evidence that supports plate tectonic theory.

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8.9.B. Relate plate tectonics to the formation of crustal features.

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8.9.C. Interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering.

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8.10 Earth and Space

The student knows that climatic interactions exist among Earth, ocean, and weather systems.

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8.10.A. Recognize that the Sun provides the energy that drives convection within the atmosphere and oceans, producing winds and ocean currents.

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8.10.B. Identify how global patterns of atmospheric movement influence local weather using weather maps that show high and low pressures and fronts.

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8.10.C. Identify the role of the oceans in the formation of weather systems such as hurricanes.

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8.11 Organisms and Environments

The student knows that interdependence occurs among living systems and the environment and that human activities can affect these systems.

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8.11.A. Describe producer/consumer, predator/prey, and parasite/host relationships as they occur in food webs within marine, freshwater, and terrestrial ecosystems.

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8.11.B. Investigate how organisms and populations in an ecosystem depend on and may compete for biotic and abiotic factors such as quantity of light, water, range of temperatures, or soil composition.

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8.11.C. Explore how short- and long-term environmental changes affect organisms and traits in subsequent populations.

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8.12.D. Recognize human dependence on ocean systems and explain how human activities such as runoff, artificial reefs, or use of resources have modified these systems.

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Joanne Salustri

7th & 8th Grade
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It’s a resource students have been motivated to read because the articles are interesting and well-written. It is rewarding to see that after reading the articles and taking the free response questions, they do understand the concepts.

St. Patrick's School

Huntington, NY

Corbin Rice

6th Grade Science

The platform’s ease of use and intuitive design drew me in, but the differentiation piece is really the seller. I can look up a million articles on everything on my own, but the website already does it all for me.

Northeast Middle School

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Beth Donoghue

6th Grade Science
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Finding leveled reading resources with the same concepts had been a struggle, so I love how RocketLit articles are leveled for individual reading levels, but still have common examples and vocabulary we could discuss as a class.

Chippewa Middle School

Des Plaines, IL

Chad Ledune

Middle School Science

Even my most gifted students have voiced their opinions on how challenging RocketLit is. Which, as a teacher, is something that I appreciate about the product. Many of my students are reading at the 11-12th grade level.

Sullivan Middle School

St. Carlisle, IN

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RocketLit serves adaptive TEKS-aligned science readings from the 3rd through 12th grade reading levels, tailored for each student, to help struggling readers and challenge advanced students.

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Physical Science

Life Science

Earth and Space Sciences

Engineering, Technology, and Applications of Science

Cross Cutting Concepts (3rd-5th)

Cross Cutting Concepts (6th-8th)

3rd Grade

Nature of Science

Earth and Space Science

Physical Science

Life Science

4th Grade

Nature of Science

Earth and Space Science

Physical Science

Life Science

5th Grade

Nature of Science

Earth and Space Science

Physical Science

Life Science

6th Grade

Nature of Science

Earth and Space Science

Physical Science

Life Science

7th Grade

Nature of Science

Earth and Space Science

Physical Science

Life Science

8th Grade

Nature of Science

Earth and Space Science

Physical Science

Life Science

3rd Grade

Scientific Investigation and Reasoning

Matter and Energy

Force, Motion, and Energy

Earth and Space

Organisms and Environments

4th Grade

Scientific Investigation and Reasoning

Matter and Energy

Force, Motion, and Energy

Earth and Space

Organisms and Environments

5th Grade

Scientific Investigation and Reasoning

Matter and Energy

Force, Motion, and Energy

Earth and Space

Organisms and Environments

6th Grade

Scientific Investigation and Reasoning

Matter and Energy

Force, Motion, and Energy

Earth and Space

Organisms and Environments

7th Grade

Scientific Investigation and Reasoning

Matter and Energy

Force, Motion, and Energy

Earth and Space

Organisms and Environments

8th Grade

Scientific Investigation and Reasoning

Matter and Energy