Science - Seventh Grade
(revised 12/2003)
Life Science
Content Standard: 1. 0 Cell Structure and Function
The student will investigate the structure and function of plant and animal cells.
Learning Expectations:
1.1 Recognize the differences among cells, tissues, organs, and systems.
1.2 Differentiate between the structures and functions of plant and animal cells.
1.3 Recognize that cell division occurs in sequential stages.
1.4 Know that materials move into and out of cells.
Accomplishments
Cell Structure and Function:
7.1.1 Recognize the differences among cells, tissues, organs, and systems.
- Design and construct a hierarchy among cells, tissues, organs, and systems.
7.1.2 Differentiate between structures and functions of plant and animal cells.
- Examine major plant and animal cell organelles and identify their functions.
7.1.3 Recognize that cell division occurs in sequential stages.
- Sequence a series of diagrams depicting the stages of cell division in plant and animal cells.
7.1.4 Know that materials move into and out of cells.
a. Predict how plant cells will behave in different solutions.
b. Design models to illustrate how materials move between cells and their environment.
Performance Indicators State:
As documented through state assessment,
At Level 1, the student is able to
7.1.spi.1 recognize basic structures that most cells share (i.e., nucleus, cytoplasm, cell membrane, cell wall, ribosome, mitochondria, chloroplast, vacuole, lysosome).
7.1.spi.2 identify major cell organelles and their functions.
At Level 2, the student is able to
7.1.spi.3 distinguish between plant and animal cells.
7.1.spi.4 sequence a series of diagrams depicting the movement of chromosomes during mitosis.
7.1.spi.5 determine the relationships among cells, tissues, organs, and systems given a diagram and identify the function of organ systems.
At Level 3, the student is able to
7.1.spi.6 predict the movement of substances through osmosis or diffusion across the cell membrane, given solutions of different concentrations..
Performance Indicators Teacher:
As documented through teacher observation,
At Level 1, the student is able to
7.1.tpi.1 draw and label the basic structure of a plant and an animal cell.
At Level 2, the student is able to
7.1.tpi.2 demonstrate and explain the appropriate use and care of compound light microscopes.
7.1.tpi.3 examine and describe plant and animal cells using compound light microscopes.
7.1.tpi.4 create a 3-D model of a typical cell.
7.1.tpi.5 prepare wet mount slides.
7.1.tpi.6 demonstrate molecular movement across a semi-permeable membrane.
At Level 3, the student is able to
7.1.tpi.7 model the movement of chromosomes during mitosis in plant and animal cells.
7.1.tpi.8 research careers that relate to the study of cells such as medical technician, microbiologist, and biochemist.
Content Standard: 3.0 Food Production and Energy for Life
The student will study the basic parts of plants, investigate how plants produce food, and discover that plants and animals use food to sustain life.
Learning Expectations:
3.2 Distinguish between photosynthesis and respiration.
3.3 Describe the movement of oxygen and carbon dioxide between living things and the environment.
Accomplishments
Food Production and Energy for Life:
7.3.2 Distinguish between the photosynthesis and respiration process.
a. Compare and contrast photosynthesis and respiration.
b. Relate the processes of photosynthesis and respiration to appropriate cellular organelles.
7.3.3 Describe the movement of oxygen and carbon dioxide between living things and the environment.
- Diagram and explain how oxygen and carbon dioxide are exchanged between living things and their environment.
Performance Indicators State
As documented through state assessment,
At Level 1, the student is able to
7.3.spi.1 determine what plants need to make food.
7.3.spi.2 identify photosynthesis as the food making process in plants.
At Level 2, the student is able to
7.3.spi.3 select the structures that animals use to obtain oxygen.
7.3.tpi.4 classify animals according to their means of obtaining oxygen.
7.3.spi.5 select the illustration that depicts the movement of oxygen and carbon dioxide between living things and their environment.
7.3.spi.6 identify the reactants and products of photosynthesis and respiration.
7.3.spi.7 associate the processes of photosynthesis and respiration with appropriate cellular organelles.
At Level 3, the student is able to
7.3.spi.8 interpret a diagram depicting the oxygen-carbon dioxide cycle.
Performance Indicators Teacher:
As documented through teacher observation,
At Level 1, the student is able to
7.3.tpi.1 observe, measure and graph the growth of plants under varying conditions.
At Level 2, the student is able to
7.3.tpi.2 examine and identify the chloroplasts in a leaf.
7.3.tpi.3 model the pathways of water, oxygen, and carbon dioxide through a plant.
7.3.tpi.4 research careers related to plant science (e.g., paper manufacturer, extension agent, horticulturist).
At Level 3, the student is able to
7.3.tpi.5 construct a model or a diagram of the oxygen-carbon dioxide cycle.
7.3.tpi.6 design and conduct an experiment to answer questions about photosynthesis.
Standard Number: 4.0 Heredity and Reproduction
The student will understand the basic principles of inheritance.
Learning Expectations:
4.1 Recognize the difference between sexual and asexual reproduction.
Accomplishments
Heredity and Reproduction:
7.4.1 Recognize the difference between sexual and asexual reproduction.
- Determine if an organism reproduces sexually or asexually.
- Recognize that genetic information is passed from parent to offspring during reproduction.
Performance Indicators State:
As documented through state assessment,
At Level 1, the student is able to
7.4.spi.1 match a flower part with its reproductive function.
At Level 2, the student is able to
7.4.spi.2 distinguish between sexual and asexual methods of reproduction.
7.4.spi.3 recognize advantages and disadvantages of sexual and asexual reproduction.
At Level 3, the student is able to
7.4.spi.4 recognize a variety of pollination methods and associated floral adaptations.
Performance Indicators Teacher:
As documented through teacher observation,
At Level 1, the student is able to
7.4.tpi.1 analyze the parts of a flower and determine how they function in plant reproduction.
At Level 2, the student is able to
7.4.tpi.2 compare and contrast ways that plants reproduce.
7.4.tpi.3 classify organisms as reproducing sexually or asexually.
At Level 3, the student is able to
7.4.tpi.4 explain the various modes of plant pollination.
7.4.tpi.5 grow a plant by vegetative propagation and keep a daily journal.
Earth & Space Science
Content Standard: 8.0 Atmospheric Cycles
The student will investigate the relationships among atmospheric conditions, weather, and climate.
Learning Expectations:
8.1 Interpret the relationship between weather and the water cycle.
8.2 Investigate the relationship between the collection of weather data and its interpretation.
8.3 Explore how changes in oceanic and atmospheric conditions affect climate.
8.4 Explore careers related to meteorology.
Accomplishments
Atmospheric Cycles:
7.8.1Interpret the relationship between weather and the water cycle.
- Explain how conditions, such as the amount of precipitation, temperature, and wind speed affect the water cycle.
7.8.2 Investigate the relationship between the collection of weather data and its interpretation.
- Record and analyze meteorological data to predict weather patterns.
7.8.3 Explain how changes in oceanic and atmospheric conditions affect climate.
- Use diagrams to demonstrate how atmospheric winds and ocean currents affect weather and climate.
- Explain the impact of catastrophic events on climate (e.g. volcanic eruption).
7.8.4 Explore careers related to meteorology.
- Research careers related to meteorology.
Performance Indicators State:
As documented through state assessment,
At Level 1, the student is able to
7.8.spi.1 determine how temperature affects evaporation and condensation in the atmosphere.
At Level 2, the student is able to
7.8.spi.2 identify the detailed features of the water cycle given a diagram (i.e. evaporation, condensation, precipitation, run-off, transpiration.)
7.8.spi.3 analyze data and make predictions about weather given a scenario.
At Level 3, the student is able to
7.8.spi.4 interpret weather data using a weather map.
Performance Indicators Teacher:
As documented through teacher observation,
At Level 1, the student is able to
7.8.tpi.1 diagram the basic processes that control the water cycle.
7.8.tpi.2 collect and record data on weather conditions.
At Level 2, the student is able to
7.8.tpi.3 collect and interpret weather data with appropriate meteorological instruments.
7.8.tpi.4 predict and explain the impact of catastrophic events on climate.
At Level 3, the student is able to
7.8.tpi.5 collect data and make predictions using weather maps.
Physical Science
Standard Number: 12.0 Structure and Properties of Matter
The student will investigate the characteristic properties of matter.
Learning Expectations:
12.1 Distinguish among elements, compounds, and mixtures.
12.2 Identify and measure the simple properties of common substances.
12.3 Understand that the periodic table is used as a tool for grouping elements.
Accomplishments
Structure and Properties of Matter:
7.12.1 Distinguish among elements, compounds and mixtures.
- Differentiate among elements, compounds, and mixtures.
7.12.2 Identify and measure the simple properties of common substances.
- Describe the particle arrangement associated with different states of matter.
- Identify the mass, volume, density, boiling point, melting point, and solubility of a given substance.
- Measure and/or calculate the mass, volume, density, and temperature of a given substance.
7.12.3 Understand that the periodic table is used as a tool for grouping elements.
- Obtain information about an element with the aid of a periodic table.
Performance Indicators State:
As documented through state assessment,
At Level 1, the student is able to
7.12.spi.1 determine the measurable properties of matter and appropriate metric units (i.e. weight, mass, volume, density, size (length, width, height), temperature.)
At Level 2, the student is able to
7.12.spi.2 distinguish between elements, compounds, and mixtures (i.e. Na, Cl, NaCl, C, O2, CO2, H2, H20).
At Level 3, the student is able to
7.12.spi.3 classify substances as elements or compounds from their symbols or formulas.
7.12.spi.4 compare the motion and arrangement of molecules in solids, liquids, and gases.
Performance Indicators Teacher:
As documented through teacher observation,
At Level 1, the student is able to
7.12.tpi.1 use appropriate tools to measure and compare mass, volume, and length of various objects.
7.12.tpi.2 investigate the properties of solids, liquids, and gases.
At Level 2, the student is able to
7.12.tpi.3 construct a chart of elements, compounds, and mixtures.
7.12.tpi.4 illustrate the phases of matter using volume, shape, and/or particle arrangement.
7.12.tpi.5 classify a given type of mixture as homogeneous or heterogeneous.
At Level 3, the student is able to
7.12.tpi.6 research the history of the periodic table.
7.12.tpi.7 construct atomic or molecular models.