7th Grade Science Essential Standards
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Curriculum Map at a Glance
|Grade Level: 7th grade |
|Time for Teaching: One week. Please note that this is not an Essential Standard written by the state. This strand should be interwoven throughout the year. While a time for teaching for|
|the entire strand is established, it is up to the teacher’s professional discretion to decide daily and weekly pacing, which will vary based on students’ needs. |
|Strand |Scientific Method |
|Standard | |
|Clarifying Objectives |Incorporate in all standards taught all year long. |
| | |
| |. |
|Important Vocabulary |hypothesis, testable, controlled experiment, manipulated variable, responding variable, data, experiment, conclusion, communicating, scientific |
| |theory, scientific law, scientific literacy, metric system, metric prefixes, mass, volume, density, time, length, temperature, graphing, |
| |horizontal, vertical, axis, data point, origin, coordinate pair, types of graphs, technology, prototype, patent |
|Knowledge Targets |Reasoning Targets |Performance Targets |
| | | |
|The scientific method or process has six steps. |Identify the six steps of the scientific method. |Apply the six steps of scientific method to any lab. |
| | | |
|Many types of measurement are used in science. |Understand that measurement is used in length, mass, temperature, |Accurately calculate density of different materials. |
| |volume, density, and time. |Measure weight of an object accurately. |
| | |Demonstrate precise use of a thermometer. |
| | |Measure length of different objects. |
| | | |
| | | |
| | |Label the parts of a graph and how to analyze a graph. |
| | |Display the data correctly in a table. |
|Graphs and tables are used in collecting and displaying |Compare and contrast the different types of graphs. | |
|data. | | |
|Grade Level: 7th grade |
|Time for Teaching: 8 weeks. While a time for teaching for the entire strand is established, it is up to the teacher’s professional discretion to decide daily and weekly pacing, which will|
|vary based on students’ needs. |
|Strand |Earth Systems, Structures and Processes |
|Standard |7.E.1 Understand how the cycling of matter (water and gases) in and out of the atmosphere relates to Earth’s atmosphere, weather and climate and |
| |the effects of the atmosphere on humans. |
|Clarifying Objectives |7.E.1.1 Compare the composition, properties and structure of Earth’s atmosphere to include: mixtures of gases and differences in temperature and |
| |pressure within layers. |
| | |
| |7.E.1.2 Explain how the cycling of water in and out of the atmosphere and atmospheric conditions relate to the weather patterns on Earth. |
| | |
| |7.E.1.3 Explain the relationship between the movement of air masses, high and low pressure systems, and frontal boundaries to storms (including |
| |thunderstorms, hurricanes, and tornadoes) and other weather conditions that may result. |
| | |
| |7.E.1.4 Predict weather conditions and patterns based on information obtained from: |
| |• Weather data collected from direct observations and measurement (wind speed and direction, air temperature, humidity and air pressure), Weather |
| |maps, satellites and radar, Cloud shapes and types and associated elevation. |
| | |
| |7.E.1.5 Explain the influence of convection, global winds and the jet stream on weather and climatic conditions. |
| | |
| |7.E.1.6 Conclude that the good health of humans requires: monitoring the atmosphere, maintaining air quality and stewardship. |
|Important Vocabulary |Humidity, temperature, wind speed and direction, precipitation, storms, tornadoes, hurricanes, floods, atmospheric layers, air pollution and air |
| |quality (financial and economic trade-offs), satellites, weather maps, predicting, recording, and communicating information about conditions, |
| |mixture of gases, equilibrium, air pressure, altitude, cycling of natural gases |
|Knowledge Targets |Reasoning Targets |Performance Targets |
| | | |
|Mixtures of gases found in the atmosphere. |* Identify the various mixtures of gases found in the atmosphere. |Graphs, pie charts, labs |
| | | |
|Atmosphere (Water cycle, Carbon cycle and Nitrogen cycle) |* Explain the reoccurring cycles in the atmosphere (Water cycle, | |
| |Carbon cycle and Nitrogen cycle) |Illustrations & label parts, foldable, labs, vocab quiz, |
|Functions of the layers of the atmosphere. | |create a 3-d puzzle. |
| |* Summarize the functions of the layers of the atmosphere. | |
|Air masses and pressure systems and their relationship to | | |
|weather conditions. |* Explain air masses and pressure systems and their relationship | |
| |to weather conditions. | |
|* Types of cloud shapes; cirrus, stratus, cumulus | |* Weather pattern tracking in newspaper and/or internet |
| |* Explain the differences between the three basic types of clouds|* Poster of storms and safety precautions, build weather |
|The influence of convection, global winds and the jet |including location in atmosphere and weather condition each is |instruments |
|stream on climatic conditions. |present | |
| | |* Foldable, mini labs |
|The effects of air quality and stewardship on the health |* Explain the influence of convection, global winds and the jet | |
|of humans. |stream on climatic conditions |* Mini labs, assessment |
| | | |
| |* Explain the effects of air quality and stewardship on the health| |
| |of humans. | |
| | | |
| | |* Current events, research paper |
|Grade Level: 7th grade |
|Time for Teaching: 9 weeks. While a time for teaching for the entire strand is established, it is up to the teacher’s professional discretion to decide daily and weekly pacing, which will |
|vary based on students’ needs. |
|Strand |Structures and Functions of Living Organisms |
|Standard |7.L.1 Understand the processes, structures and functions of living organisms that enable |
| |them to survive, reproduce and carry out the basic functions of life. |
|Clarifying Objectives |7.L.1.1 Compare the structures and life functions of single-celled organisms that carry out all of the basic functions of life including: |
| |• Euglena |
| |• Amoeba |
| |• Paramecium |
| |• Volvox |
| | |
| |7.L.1.2 Compare the structures and functions of plant and animal cells, including major organelles (cell membrane, cell wall, nucleus, |
| |chloroplasts, mitochondria, and vacuoles). |
| | |
| |7.L.1.3 Summarize the hierarchical organization of multi-cellular organisms from cells to tissues to organs to systems to organisms. |
| | |
| |7.L.1.4 Summarize the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, and excretion) |
| |and ways that these systems interact with each other to sustain life. |
|Important Vocabulary |7.L.1.1: Cells, Euglena, flagellum, eye spot, chlorophyll, amoeba, cytoplasmic streaming, pseudopods, paramecium, protists, cilia (ciliates), |
| |volvox, |
| |7.L.1.2: microscope, cell membrane, cytoplasm, nucleus, nuclear membrane, mitochondria, vacuoles, cell wall, chloroplasts, |
| |7.L.1.3: tissues, organ, organ systems, organisms, |
| |7.L.1.4: oxygen, carbon dioxide, lungs, urinary system, intestinal tract, respiratory system, circulatory system, skeletal system, muscular |
| |system, reproductive system, immune system, nervous system, endocrine system, homeostasis |
|Knowledge Targets |Reasoning Targets |Performance Targets |
|Cells are the basic unit of life, which carries out the |Determine how cells carry out the major functions of life. | |
|following functions: extract energy from food, get rid of | | |
|waste, move, reproduce and detect the environment they are|Conclude that protists are the most diverse kingdom of life. | |
|in. | | |
| | | |
|Euglena, amoeba, paramecium and volvox are all protists. | | |
| | | |
|Euglena move by flagellum. They also have an eye spot. | | |
|They are common in freshwater and can contain chlorophyll.| | |
| | | |
| | | |
|Amoebas move by cytoplasmic streaming and use their | | |
|pseudopods to engulf its food. | | |
| | | |
|Paramecium move by cilia. | | |
| | | |
|Volvox live in colonies and can contain chlorophyll. | | |
| | | |
|All living things are made of cells, whether they are | | |
|unicellular or multicellular. | | |
| | | |
|Cells are microscopic. | | |
| | | |
|Cells are made up of organelles/parts. Each |Determine that cells are the smallest and most basic unit of life | |
|organelle/part has its own specific function. |(living things). | |
| | |Use a microscope in order to see a cell. |
|There are organelles and parts of the cell that are common|Conclude that devices such as microscopes must be used in order to| |
|in both animal and plant cells: cell membrane, cytoplasm,|see a cell. |Create a model of a cell. |
|nucleus, nuclear membrane, mitochondria, and vacuole. | | |
| |Determine that multicellular organisms are more complex than | |
|Organelles found only in plant cells are cell wall and |unicellular organisms. | |
|chloroplasts. | | |
| |Identify the parts of an animal cell. | |
|The cell membrane is the outer boundary of the cell and | | |
|only allows certain materials in and out of the cell. |Identify the parts of a plant cell. | |
| | | |
|Cytoplasm is a gel like material that contains water and |Compare plant and animal cells. | |
|nutrients for the cell. | | |
| |Conclude that photosynthesis takes place in the chloroplasts. | |
|Nucleus directs the activity of the cell. It also | | |
|contains chromosomes with DNA. |Conclude that respiration takes place in the mitochondria. | |
| | | |
|Mitochondria break down food and provide energy to the |Conclude that the nucleus contains the genetic information of the | |
|cell. |cell. | |
| | | |
|Vaculoes are storage areas for the cell. |Conclude that the cell membrane aids in controlling the | |
| |environment inside the cell. | |
|Cell wall provides structure to plant cells. | | |
| | | |
|Chloroplasts contain chlorophyll that makes food for the | | |
|plant cell. | | |
| | | |
|Cells are specialized to perform specific functions in | | |
|multicellular organisms. | | |
| | | |
|Cells that work together form tissues. | | |
| | | |
|Tissues that work together form organs. | | |
| | | |
|Organs that work together form organ systems. | | |
|Organ systems that work together form organisms. | | |
| | | |
| | | |
| | | |
| | | |
|An animal must perform certain functions to survive. | | |
|Cells, tissues, organs, and organ systems work together to|Determine that cells must become specialized in order to perform | |
|accomplish these tasks. |the different functions an organism needs to do to survive. | |
| | | |
|In order to get rid of waste an organism uses its |Conclude that tissues and organ systems in animals are similar to | |
|respiratory, digestive and urinary systems. |those in humans but differ from those found in plants. | |
| | | |
|In order to gain energy an organism uses its respiratory |Cells become differentiated and specialized when an organism | |
|and digestive systems. |develops from a fertilized egg to an embryo. |Trace the levels of organization of living things. |
| | | |
|For support and movement an organism uses its skeletal and|Determine the levels of organization of living things. | |
|muscular system. | | |
| |Determine that cellular respiration requires oxygen and will | |
|An organism will use its circulatory, respiratory, |release carbon dioxide as a waste product. | |
|digestive and urinary systems to move nutrients to | | |
|locations where it is needed and waste out of the body. |Conclude that organ systems work together in order to control the | |
| |inner environment of an organism. | |
|The reproductive system is used by the organism to make | | |
|more of its kind. |Identify the functions of different organ systems. | |
| | | |
|The immune system protects the body from foreign bodies. |Assess how human health is affected when homeostasis is not | |
| |achieved. | |
|The nervous system controls all of the organism’s | | |
|functions. | | |
| | | |
|The endocrine system uses hormones to regulate many of the| |Perform a dissection of several organisms to identify and |
|organism’s bodily processes including balance | |compare the organs and organ systems of each organism. |
|(homeostasis). | | |
|Grade Level: 7th grade |
|Time for Teaching: 4 weeks. While a time for teaching for the entire strand is established, it is up to the teacher’s professional discretion to decide daily and weekly pacing, which will|
|vary based on students’ needs. |
|Strand |Evolution and Genetics |
|Standard |7.L.2 Understand the relationship of the mechanisms of cellular reproduction, patterns of inheritance and external factors to potential variation |
| |among offspring. |
|Clarifying Objectives |7.L.2.1 Explain why offspring that result from sexual reproduction (fertilization and meiosis) have greater variation than offspring that result |
| |from asexual reproduction (budding and mitosis). |
| | |
| |7.L.2.2 Infer patterns of heredity using information from Punnett squares and pedigree analysis. |
| | |
| |7.L.2.3 Explain the impact of the environment and lifestyle choices on biological inheritance (to include common genetic diseases) and survival. |
|Important Vocabulary |7.L.2.1: Genes, sexual reproduction, asexual reproduction, budding, mitosis, daughter cell, chromosomes, meiosis, offspring, cell division, |
| |gametes, fertilization, genetics, inheritance, DNA, protein, cell cycle, traits, dominant trait, recessive trait, sex-linked trait, phenotype, |
| |genotype, selective breeding, sperm, egg |
| |7.L.2.2: pedigree, genetic disease, Punnet square, purebred, hybrid, homozygous, heterozygous, co-dominance |
| |7.L.2.3: species, natural selection, genetic disease |
|Knowledge Targets |Reasoning Targets |Performance Targets |
|Organisms can either reproduce sexually or asexually. |Compare sexual and asexual reproduction. |Trace the steps (focus on events not identifying the names) |
| | |of cellular division (mitosis and meiosis). |
|In asexual reproduction all the genes come from a single |Compare mitosis and meiosis. | |
|parent. | | |
| |Determine that traits of organisms are carried in their genes. | |
|Budding is a type a asexual reproduction in which a cell | | |
|or group of cells pinch off to form a new organism. |Summarize the steps of the cell cycle (to include mitosis and | |
| |meiosis). | |
|Mitosis is a type of asexual reproduction where a cell | | |
|divides to form two new daughter cells, each with the same|Compare genotype and phenotype. | |
|genetic information as the parent cell. | | |
| |Conclude that the genotype determines the phenotype (DNA -> RNA ->| |
|Most sexual reproduction requires there to be two sexes, |Protein). | |
|with half of the genes coming from each parent. | | |
| |Determine that sexual reproduction leads to more genetic variation| |
|Fertilization is a type of sexual reproduction where the |in offspring than asexual reproduction. | |
|sperm and egg fuse together. | | |
| |Determine that recognizing the patterns of inheritance can lead | |
|Sperm and egg are formed during meiosis. |people to select for certain traits that would be more beneficial.| |
| | | |
|Meiosis is a different kind of cell division where gametes| | |
|are produced containing half the number of chromosomes as | | |
|a parent’s body cell. | | |
| | | |
|Genes are segments of DNA that control protein production | | |
|and the cell cycle. | | |
| | | |
|Chromosomes carry the genetic material (DNA). | | |
| | | |
|Traits are characteristics that are inherited from | | |
|generation to generations | | |
| | | |
|Dominant traits mask the recessive trait and are | | |
|observable. | | |
| | | |
|Phenotype is how an organism looks and behaves. | | |
| | | |
|Genotype is the genetic combination of an organism. | | |
| | | |
|Selective breeding has been used by humans to make sure | | |
|certain traits are passed down and enhanced from | | |
|generation to generation, most notably in agriculture. | | |
| | | |
|A pedigree is a diagram of family relationships that uses | | |
|symbols to represent people and lines to represent genetic| | |
|relationships. | | |
| | | |
|Pedigrees are often used to determine whether or not a | | |
|genetic disease is dominant or recessive. | | |
| | | |
|A Punnet Square is a chart where all possible genetic | | |
|combinations are shown in the cross of parents. | | |
| | | |
| | | |
| | | |
|Organisms that are better fit to their environments are | | |
|more likely to survive and pass their traits to their | | |
|offspring (natural selection). | | |
| | | |
|Changes in the environment can affect the survival of an | | |
|organism and/or species. |Conclude that pedigrees and Punnet Squares can be used to assess | |
| |the genetic information of parents and offspring. | |
|Traits can be either inherited or can be a result from | | |
|interactions with the environment and life style choices. | | |
| | | |
| | |Use a Punnet Square to determine the genotypic and phenotypic|
|Some genetic diseases appear only when an individual has | |ratio of possible offspring. |
|inherited a certain faulty gene from both parents. | | |
| | |Use a Punnet Square to determine the genotype and phenotype |
|Sanitation, diet, medical care, sex, genes, environmental | |of the parents. |
|conditions, and personal health behaviors influence the | | |
|length and quality of human life. | |Create a Pedigree. |
| | | |
| | |Analyze a Pedigree to determine whether or not a trait is |
| | |dominant or recessive. |
| | | |
| |Assess how the environment can influence what traits are passed on|Analyze a Pedigree to determine whether or not a trait is |
| |from generation to generation. |sex-linked. |
| | | |
| |Determine how an organism’s fitness can lead to certain traits | |
| |being passed on to different generations. | |
| | | |
| |Determine how an organism can carry a gene for a genetic disease | |
| |but not be affected by the disease. | |
| | | |
| |Assess how the quality and length of life have changed due to | |
| |advances in health and sanitation. | |
| | | |
| |Assess how environmental and personal health choices can be | |
| |beneficial or harmful to a person’s length and quality of life. | |
|Grade Level: 7th grade |
|Time for Teaching: 4 weeks. Please note that magnets in clarifying objective 7.P.1.2 should be incorporated in standard 7.P.2. While a time for teaching for the entire strand is |
|established, it is up to the teacher’s professional discretion to decide daily and weekly pacing, which will vary based on students’ needs. |
|Strand |Forces and Motion |
|Standard |7.P.1 Understand motion, the effects of forces on motion and the graphical representations of |
| |motion. |
|Clarifying Objectives |7.P.1.1 Explain how the motion of an object can be described by its position, direction of motion, and speed with respect to some other object. |
| | |
| |7.P.1.2 Explain the effects of balanced and unbalanced forces acting on an object (including friction, gravity and magnets). |
| | |
| |7.P.1.3 Illustrate the motion of an object using a graph to show a change in position over a period of time. |
| | |
| |7.P.1.4 Interpret distance versus time graphs for constant speed and variable motion. |
|Important Vocabulary | 7.P.1 Motion, relative motion position, reference point, time, distance, mass, speed, force (centripetal force and net force) direction, |
| |velocity, vector, acceleration, time graphs and distance-time graphs |
| |7.P.1.2 balanced and unbalanced forces (gravity, friction, and magnets), Newton’s Laws, Sir Isaac Newton, inertia, |
|Knowledge Targets |Reasoning Targets |Performance Targets |
|* Motion can be described by its direction (N, S, W,E) |* Student can determine the direction of an object. |* Student can calculate the speed of an object by making a |
| | |balloon rocket. |
|* The speed of an object. |* Student can conclude the speed of an object | |
| | |* Student using stop watch calculate the speed of balloon car|
|* Unbalance force- Acting on an object changes its speed |* Student can compare and contrast balance and unbalance forces |in lab activity. |
|or direction of motion or both. |including friction, gravity, and magnets. | |
| | |* Student can demonstrate and illustrate |
|* Newton’s Laws |* Student can understand the concepts of Newton’s Laws. |examples of balance and unbalance forces by making a |
| | |foldable. |
| | | |
| | |* Student can apply Newton’s laws through a variety of lab |
| | |activities such as balloon pinwheel, build a maze and use |
| |* Student can collect and organize data to demonstrate how the |Hexbugs or marbles, flick an index with a coin on top from a |
|* Illustrate the motion of an object. |motion of an object changes over time. |glass. |
| | |* Communicate and graph data to show how an object changes |
| |* Student collects and organizes data to demonstrate distance vs. |over time within a lab activity. |
| |time. | |
|* Graphing distance vs. time | |* Interpret prepared graphs for distance vs. time. Students |
| | |are completing a variety of activities: walking, speed |
| | |walking, hopping, skipping at a distance of 5 meters. The |
| | |time is taken at each meter that is crossed. |
| | | |
| | | |
| | | |
| | | |
|Grade Level: 7th grade |
|Time for Teaching: 3 weeks. Please note that clarifying objective 7.P.1.2 should be incorporated with this strand. While a time for teaching for the entire strand is established, it is |
|up to the teacher’s professional discretion to decide daily and weekly pacing, which will vary based on students’ needs. |
|Strand |Energy Conservation and Transfer |
|Standard |7.P.2 Understand forms of energy, energy transfer and transformation and conservation |
| |in mechanical systems. |
|Clarifying Objectives |7.P.2.1 Explain how kinetic and potential energy contribute to the mechanical energy of an object. |
| | |
| |7.P.2.2 Explain how energy can be transformed from one form to another (specifically potential energy and kinetic energy) using a model or diagram|
| |of a moving object (roller coaster, pendulum, or cars on ramps as examples). |
| | |
| |7.P.2.3 Recognize that energy can be transferred from one system to another when two objects push or pull on each other over a distance (work) and|
| |electrical circuits require a complete loop through which an electrical current can pass. |
| | |
| |7.P.2.4 Explain how simple machines such as inclined planes, pulleys, levers and wheel and axels are used |
|Important Vocabulary |7.P.2.1 Kinetic energy, potential energy, machine, mechanical energy |
| |7.P.2.2 mechanical advantage |
| |7.P.2.3 work, efficiency, energy transformation, energy transfer, electrical circuits |
| |7.P.2.4 simple machines (lever, pulley, wheel and axel, incline plane, wedge, screw) |
|Knowledge Targets |Reasoning Targets |Performance Targets |
|* Kinetic energy-energy of motion |*Student can explain mechanical and kinetics energy affect on an | * Student can demonstrate change in energy in a lab |
| |object. |researching and demonstrating the energy in roller coasters. |
|* Potential energy- Energy of position | | |
| | | |
|* Mechanical energy- energy possessed by an object due to | | |
|its position or its stored energy of position. (able to do| | |
|work) | | |
| | | |
|* Energy changes from one form to another and from one | | |
|system to another |* Student can explain how energy is transferred from one form to | |
| |another and from one system to another. | |
| | | |
| | | |
|* Machines help people do work. |* Student can explain what a machine is. |Student can complete a RAFT writing. |
| | | |
| |* Students can identify how machines help people to work. |Student can complete a foldable, demonstrate knowledge in |
| | |mini labs, and/or making a catapult project. |
| | | |
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2012-2013
7th Grade Science Essential Standards
Curriculum Map
Middle School Science Common Core Team
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