grade 7 science - archdiocese of cincinnati 7 science - 2015, the archdiocese of cincinnati ls –...

Grade 7 Science - 2015, The Archdiocese of Cincinnati

GRADE 7 SCIENCE

The Archdiocese of Cincinnati has established the following Science standards based on the most

current teachings which are aligned to Ohio New Learning Science Standards. In addition, these

Standards are infused with Catholic Identity and Catholic values. This curriculum gives parents,

students, and teachers the knowledge, understanding, and skill set students need to acquire and satisfy

the Archdiocesan Science Standards for Grade 7.

SCIENCE APPLICATION

Grade 7 students are expected to meet each year’s grade-specific standards. Students retain and master skills

learned in the preceding grades, and will further develop their skills to gain exposure to a range of texts and

tasks. Rigor is infused throughout this Graded Course of Study (GCS) along with relevance to further foster

the values of Catholic teaching.

Science for Grade 7 is divided into four standards:

Science Inquiry and Application (SIA)

Earth and Space Science (ESS)

Life Science (LS)

Physical Science (PS)

SIA – Students in Grade 7 learn that learning Science requires inquiry. They learn that Scientific Inquiry is a

way of knowing and a process of doing science. They will acquire an understanding of scientific inquiry and

discover patterns, trends, structures, and relationships that may be described by simple principles. These

principles are related to the properties within and between systems. Scientific inquiry is enhanced through

activities in which students develop knowledge and understandings of scientific ideas as well as an

understanding of how scientists study the natural world that was of God’s design and creation.

ESS – Grade 7 students know that God is the Supreme Creator of Earth. Grade 7 students will focus on

Earth’s hydrologic cycle and patterns that exist in the atmospheric and oceanic currents. Students will also

focus on the relationship between thermal energy and the currents, as well as the relative position and

movement of the Earth’s sun and moon.

Students in Grades 5-8 must develop the ability in Earth and Space Science to:

1. Explain how the hydrologic cycle illustrates the changing states of water as it moves through the

lithosphere, biosphere, hydrosphere and atmosphere.

2. Analyze how thermal-energy transfers in the ocean and the atmosphere contribute to the formation of

currents, which influence global climate patterns.

3. Explain how the atmosphere has different properties at different elevations and contains a mixture of

gases that cycle through the lithosphere, biosphere, hydrosphere and atmosphere.

4. Summarize the relative patterns of motion and positions of the Earth, moon and sun cause solar and

lunar eclipses, tides, and phases of the moon.


LS – Students focus on the impact of matter and energy transferred within the biotic component of the

ecosystem.

Students in Grade 5-8 must develop the ability in Life Science to:

1. Analyze and explain the continuous transfer of matter between one organism to another, and between

organisms and their physical environments.

2. Explain why in any particular biome, the number, growth, and survival of organisms and populations

depend on biotic and abiotic factors.

PS – Students study the empirical evidence for the arrangements of atoms on the Periodic Table of Elements.

The conservation of mass and energy, and transformation and transfer of energy is also learned.

Students in Grades 5-8 must develop the ability in Physical Science to:

1. Determine the properties of matter by the arrangement of atoms.

2. Explain how energy can be transformed or transferred but is never lost.

3. Analyze how energy can be transferred through a variety of ways.

SUMMARY – SCIENCE GRADE 7

All 7th

grade students know that all forms of life on earth were created by God. 7th grade Science Standards

offer focus for instruction throughout the school year to ensure adequate exposure to a range of texts, tasks,

and application, and to give students ample knowledge and skills to be prepared for the next level of science.

In addition 7th

grade Science standards can be connected to The Catechism of the Catholic Church for

reference for topics, issues, and/or questions that may arise in Science class. The following may be used:

Topic Section

Science and Faith 159

The Natural Moral Law 1954-1960

Abortion 2270-2275

Suicide 2280-2283

Respect for the person and scientific research 2292-2296

Research aimed at reducing human sterility 2375-2379

Care for Creation and Ethical Use 2415

Scientific experiments using animals 2417-2418

Evolution 279-289

The Archdiocese of Cincinnati stipulates the following exiting skills for each standard in Science for

students in Grade 7:

SIA – Science Inquiry and Application

Students in grades 5-8 must develop the ability in SIA to:

1. Identify questions that can be answered through scientific investigations.

2. Design and conduct a scientific investigation.

3. Use appropriate mathematics, tools and techniques to gather data and information.

4. Analyze and interpret data.

5. Develop descriptions, models, explanations and predictions.

6. Think critically and logically to connect evidence and explanation.

7. Recognize and analyze alternative explanations and predictions.


8. Communicate scientific procedures and explanations.

Grade 7 specific exiting skills in SIA:

9. Explain the major processes involved in conducting scientific investigation.

10. Explain the purpose of the International Systems of Units (SI) and its advantages.

11. Analyze the use of technology for scientific investigations.

12. Evaluate the relationship among science, math, technology and engineering when conducting

scientific investigation.

13. Describe the steps of the engineering design process.

14. Explain the importance of good research skills for engineering design.

ESS – Earth and Space Science

Students in Grades 5-8 must develop the ability in Earth and space Science to:

1. Explain how the hydrologic cycle illustrates the changing states of water as it moves through the

lithosphere, biosphere, hydrosphere and atmosphere.

2. Analyze how thermal-energy transfers in the ocean and the atmosphere contribute to the formation of

currents, which influence global climate patterns.

3. Explain how the atmosphere has different properties at different elevations and contains a mixture of

gases that cycle through the lithosphere, biosphere, hydrosphere and atmosphere.

4. Summarize the relative patterns of motion and positions of the Earth, moon and sun cause solar and

lunar eclipses, tides, and phases of the moon.

Grade 7 specific exiting skills for Earth in ESS

5. Explain the components of surface water, and the structures of watersheds.

6. Identify and explain the components of groundwater and the effects of porosity and permeability.

7. Define Ocean currents, surface currents, deep currents, and convection currents. Describe their

formation and how ocean currents transport matter and energy.

8. Analyze the movement of air global winds, local winds, and the “Coriolis Effect”.

9. Distinguish between climate and weather and know the two main factors that determine climate.

10. Describe latitude and the reason it affects the climate.

11. Define atmosphere and its main components.

12. State the laws of conservation of energy and mass.

13. Summarize the “greenhouse effect”.

14. Explain the tilt of Earth’s axis.

15. Define: tides, tidal range, spring tide, and neap tide.

16. Explain the alignment of Earth, the moon, and the sun that causes a spring tide and neap tide.

LS – Life Science

Students in Grade 5-8 must develop the ability in Life Science to:

1. Analyze and explain the continuous transfer of matter between one organism to another, and between

organisms and their physical environments.

2. Explain why in any particular biome, the number, growth, and survival of organisms and populations

depend on biotic and abiotic factors.

Grade 7 specific exiting skills for Life Science (LS):

3. Define and describe cellular respiration, and state the location where cellular respiration takes place.

4. Analyze what determines where a population is capable of living.


5. Analyze what determines where a population is capable of living.

6. Name life’s energy source and how producers, decomposers, and consumers get energy.

7. Describe and differentiate among:

Tundra and taiga

Desert and grasslands

Temperature forest and tropical rain forest.

8. Name and describe the three major types of aquatic ecosystems

9. Analyze and describe factors that can increase or decrease population size.

10. Compare/contrast biotic and abiotic limiting factors.

11. Explain how the influence of a population can be connected to social hierarchy.

12. Explain the reason the ecosystems are constantly changing.

PS – Physical Science

Students in Grades 5-8 must develop the ability in Physical Science to:

1. Determine the properties of matter by the arrangement of atoms.

2. Explain how energy can be transformed or transferred but is never lost.

3. Analyze how energy can be transferred through a variety of ways.

Grade 7 specific exiting skills for Physical Science (PS):

4. Describe the law of conservation of mass.

5. Define physical and chemical change and identify physical and chemical changes of matter.

6. Describe the arrangement of elements in groups and periods on the periodic table.

7. Describe what happens to the atoms of a substance during a chemical reaction.

8. Balance a chemical equation.

9. Explain how pH is used to describe the acidity or basicity (alkalinity) of a solution.

10. State and describe the law of conservations of energy.

11. Describe the role of a catalyst.

12. Explain potential energy (PE to kinetic energy (KE) and KE to PE transformation in relation to

mechanical energy.


Inquiry Based Science One of the biggest differences between this Graded Course of Study (GCS) and previous Science Graded

Courses of Study (GCS) is the focus on inquiry based learning. Inquiry based learning is based on the philosophy of

constructivist learning. That is the idea that students must be able to create their own understanding of concepts.

There are several levels to inquiry based learning. These range from no inquiry to open inquiry.

When there is no inquiry, teachers tell the students the facts and expected to repeat these facts to prove their

knowledge. In open inquiry, students are given the materials to learn. The students are expected to create their

own knowledge. This will lead them to a greater understanding and long-term retention of the material.

Think of a time when you learned something new or wanted to understand something in greater depth. It

is rare that the learning process is a linear one. Often, you will be intrigued by something you see. Imagine trying to

figure out why ice melts in the sun. In trying to understand this, you make judgments based on both previous

knowledge and personal experiences. You begin to inquire about why does this happen. You explore and this

becomes less of a mystery. Through this process, you know that the sun and melting ice fit together, but you are

not exactly sure how that happens. Sometimes, it does not fit together nicely and old ideas must be broken down

and reconstructed. (The ice still melted at night; why?) It is through these experiences that understandings are

extended. An idea is tested and if it does not work, we go back and retest it. If we go back to the ice example, you

realize that the ice will melt on a warm night just as it will during a warm day. You realize that it is not the sun by

itself that melts the ice. Instead, it is the heat that causes ice to melt.

Though this entire process, you have gained much more knowledge than heat causes matter to change

form. You have learned how to take your previous knowledge and apply it in a specific situation. You have made

observations, tested your ideas, reflected on what did not work, and gathered additional information. Learning is

not a linear process. Learning is a continuous and individual process. As a student, you facilitated your own

learning. This is exactly what inquiry based learning is. It is taking old skills and knowledge and applying them in

new situations. It is learning by doing.

No Inquiry

•The teacher lectures to the class about electricity and circuits.

Direct Inquiry

•The teacher has the students follow a step- by-step lab to create a circuit and light a bulb.

Guided Inquiry

•The teacher gives the students wire, batteries, and a light bulb. The students are told to create a circuit to light the bulb.

Open Inquiry

•The teacher gives the students wire, batteries, and a light bulb. The students are left to create something on their own.


The teacher still has a very important role in all of this. While students are naturally curious about the world

around them, it is still important for the teacher to lay the groundwork for the class. A question or a problem can

get the students engaged in the instructional task. If we think about marketing, a company needs your attention

before you will buy their product. It does not matter if it is the best product in the world. If you do not know it

exists, you will not purchase it.

When students explore, they are directly involved with the material. This is where they develop the

experiences to build their knowledge. The classroom teacher is necessary at this point to provide the materials

and guided focus.

After the students have completed their explorations, it is time for them to explain what they have

learned. During the explanation process, teachers have a vital role of correcting misconceptions or introducing

formal vocabulary. A student who learned that a ball will continue rolling until friction and gravity act upon it will

have something concrete to think of when Newton’s First Law of Motion is mentioned.

The teacher is also essential in elaboration of the topic. The teacher can raise questions that were not

brought up in the exploration stage. If the students were working with the laws of motion, they can be asked

about which balls will go further on a given surface. It is not possible to explore every situation, but the knowledge

the students gained during the exploration stage will help them in these areas.

Finally, there is the assessment piece. This should be an on-going piece throughout this entire process.

This will allow the teacher to determine whether the student understands the material. Some tools to help you

with this are rubrics, observations, checklists, interviews, and portfolios. Assessment must guide future lesson

planning and may even be cause for modification in the future. For example, if you notice there is a misconception

with many students, you can revisit the concept. If you notice great student interest in a specific area, the class

can be refocused to take advantage of this high level of interest.

Archdiocese of Cincinnati Catholic School’s Office Philosophy of Assessment


Based on educational research, the following is a set of grading practices organized into guidelines. These

guidelines should provide a framework of effective grading practices. The goal is to support student learning

and encourage student success.

It is important to be aware that the qualities of any grading guidelines are directly dependent on the quality of

diagnostic, formative, and summative assessments used in the classroom. They are not meant to be so specific

when a teacher is not afforded flexibility in the classroom. Instead, these are suggestions and explanations of

grading techniques that have been proven to increase the level of student achievement.

Relate grades to the achievement based on the standards.

The Ohio New Learning Science Standards are aligned to the Archdiocesan Graded Course of Study. Standards are

the basis of determining grades. Specific learning targets should be used to figure grades.

Use performance standards as reference points when determining grades.

Whether symbols, letters, or numbers are used, the students’ scores should reflect whether or not the students

have mastered the standard.

Separate achievement from other non-academic items such as effort, behavior, and

participation.

Grades should only indicate what a student knows, understands, and can do. Effort, behavior, participation should

be reported separately from achievement. Individual achievement, not group achievement should be the basis for

the grade.

Sample student performance. Don’t score everything, and don’t include all scores in grades.

Everything does not need to be scored and include in a grade. Formative assessments are tools to guide future

instruction. You can assess these with rubrics, checklists, scoring guides and a variety of other methods. Scores at

the end of the grading period, after the learning has taken place, should be the determining factor when figuring

grades.

Use quality assessments and accurately record evidence of achievement.

Assessments should match what the student is expected to learn, this is called relevant learning. There are many

tools (e.g. portfolios, rubrics, interviews) other than the standard paper and pencil tests to assess a student’s

understanding of the material.

Discuss and involve students in the assessment and grading processes throughout the

learning cycle.

One method that has continued to increase student achievement is involving them in the assessment process.


Students should be involved in all steps of this process. At the most basic level, students can simply understand

how their grades will be determined. As assessment becomes more student- centered, the students can develop

rubrics, maintain their own assessment records, self- assess, and communicate their achievement to others

(student-led conferences).

Reading Standards for 7th Grade Science Key Ideas and Details: 1. Cite specific textual evidence to support analysis of science and technical texts. 2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text

distinct from prior knowledge or opinions.


3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

Craft and Structure: 4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they

are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. 5. Analyze the structure an author uses to organize a text, including how the major sections contribute

to the whole and to an understanding of the topic. 6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an

experiment in a text. Integration of Knowledge and Ideas: 7. Integrate quantitative or technical information expressed in words in a text with a version of that

information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). 8. Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. 9. Compare and contrast the information gained from experiments, simulations, video or multimedia

sources with that gained from reading a text on the same topic. Range of Reading and Level of Text Complexity: 10. By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text

complexity band independently and proficiently.

Writing Standard for 7th Grade Science Text Types and Purposes: 1. Write arguments focused on discipline-specific content. a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate

or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that

demonstrate an understanding of the topic or text, using credible sources. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s),

counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument

presented. 2. Write informative/explanatory texts, including the narration of historical events, scientific

procedures/experiments, or technical processes. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information

into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style and objective tone. f. Provide a concluding statement or section that follows from and supports the information or

explanation presented.


3. Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.

Production and Distribution of Writing: 4. Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience. 5. With some guidance and support from peers and adults, develop and strengthen writing as needed

by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

Research to Build and Present Knowledge: 7. Conduct short research projects to answer a question (including a self-generated question), drawing

on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

9. Draw evidence from informational texts to support analysis, reflection, and research. Range of Writing: 10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames

(a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.


Science Comparative Analysis

Content that is new to 7th

Grade Content that is still included at 7th

Grade, but may be modified or at a greater depth

Content that is no longer a focus at 7th

Grade Earth and Space Sciences:

Introduction of global

climate and air/ocean

currents (formerly in 9/10th

grades). Properties of the

atmosphere.

Earth and Space Sciences:

Patterns and cycles in the

Solar system, including

moon phases, eclipses, and

tides (formerly in 5th and 8th

grades).

Life Science: Transfer of

matter between

organisms and between

organisms and their

physical environment

(food chains and food

webs are in 5th grade).

Physical Science: Elements

and compounds can be

classified by their properties

(formerly in 9th grade).

Physical Science: Energy can

be transferred in many ways,

including waves (formerly in

8th and 9th grades).

Earth and Space Sciences: Biogeochemical cycles (including the hydrologic cycle). Environmental impacts and effects as they relate to the cycles.

Life Science: Ecosystems, biomes and transfer of energy and matter, populations, photosynthesis (including the chemical formula)

Physical Science: Energy can be transferred and transformed but is always conserved.

Earth and Space Sciences: Weather, clouds (now throughout grades K-5).

Life Science: Body plans and internal structures of multi- cellular organisms

(now in 6th grade).

Life Science: Diversity among organisms (now throughout grades K-5).

Life Science: Symbiotic relationships, food webs/food chains, introductory photosynthesis (now in

5th grade).

Physical Science: Matter is conserved (now in 6th grade).

Physical Science: Energy can be classified as kinetic or potential (now in 6th grade).


SCIENCE GRADE 7

STANDARD – SCIENCE INQUIRY AND APPLICATION

Distinguishing Science

STANDARD STANDARD DESCRIPTION

SIA 7.1

Identify questions that can be answered through scientific investigations.

SIA 7.1.1

Distinguish inquiry activities that are considered scientific from non-scientific.

SIA 7.1.2

Differentiate between experiments and other scientific investigations.

SIA 7.1.3

Define, compare, contrast the terms: experiment and observations.

SIA 7.1.4

Define hypothesis, independent variable, dependent variable, constant, and data.


SIA 7.2

Define and conduct a scientific investigation.

SIA 7.2.1

Explain the major processes involved in conducting a scientific investigation.

SIA 7.2.2 Describe the benefits and limitations of experiments and other types of scientific

investigations.

SIA 7.2.3

Identify sources of experimental error.

SIA 7.2.4

List some characteristics of good scientific investigations.

Measuring


SIA 7.3

Use appropriate mathematics, tools and techniques to gather data and

information.

SIA 7.3.1

Explain why the Internal System of Units (SI) was developed and some of its

advantages.

SIA 7.3.2

Identify units of length, mass, time, temperature, and tools used to make those

measurements.

SIA 7.3.3

Describe the precision and accuracy of a data set.

SIA 7.3.4

Explain why scientists use approximate measurements or estimates in some situations.


SIA 7.3.5

List examples of tools and their purpose for scientists to use in a scientific lab.

SIA 7.3.6

Describe how computers and technology can be used as tools for scientific

investigations.

SIA 7.3.7

Describe the relationship between science, math, technology, and engineering.

SIA 7.3.8

Balance a chemical equation to demonstrate that chemical reactions observe the law of

conservation of mass.

SIA 7.3.9

Calculate the concentration of solutions.

SIA 7.3.10

Explain how temperature and pressure affect solubility.

SIA 7.3.11

Identify the factors that affect how fast a solid state solute dissolves in a liquid solvent.

SIA 7.3.12

Describe how pH is measured.

SIA 7.3.13

Explain how force and energy are related in the context of work.

SIA 7.3.14

Define amplitude, wavelength, and frequency.

Scientific Data


SIA 7.4

Analyze and interpret data

SIA 7.4.1

Interpret data IN tables and graphs.

SIA 7.4.2

Use the data and patterns in graphs to make predictions.

SIA 7.4.3

Explain how the mean describes a set of data.

Movement of Air

SIA 7.4.4

Summarize the Coriolis effect

SIA 7.4.5

Summarize vehicle emissions’ effects on air.


Influence of change

SIA 7.4.6

Describe the effect of acid precipitation

SIA 7.4.7

Explain how latitude is related to air temperature.

SIA 7.4.8

Identify some predicted effects in climate change linked to global warming.

SIA 7.4.9

Compare/contrast the properties of metals, nonmetals, and metalloids.

Movement of Air

SIA 7.4.10

Compare the acidity or basicity of solutions based on their pH.

Scientific Explanation


SIA 7.5

Develop descriptions, models, explanations and predictions.

SIA 7.5.1

Use data and patterns in graphs to make predictions.

SIA 7.5.2

Explain how the mean describes a set of data.

SIA 7.5.3

Explain how scientists use models and simulations to make predictions.

SIA 7.5.4

Use models and simulations to represent phenomena and systems.

SIA 7.5.5

Describe what happens to water after it falls to earth.

SIA 7.5.6

Describe how each of these is measured:

Temperature

Humidity-precipitation

Air pressure

Wind direction and speed

Climate Change

SIA 7.5.7

Explain that human activities increase levels of greenhouse gases in the atmosphere and

contribute to global warming.

SIA 7.5.8

Identify some predicted effects on climate change linked to global warming.


Earth’s Tides

SIA 7.5.9

Explain how Earth’s rotation and the revolution of the moon around Earth affect the

timing of Earth’s tides.

Land Biomes

SIA 7.5.10

Provide examples of plant and animal adaptations.

SIA 7.5.11

Describe the three major types of aquatic ecosystems.

SIA 7.5.12

Describe freshwater ecosystems.

Aquatic Ecosystems

SIA 7.5.13

Describe the characteristics of an estuary.

SIA 7.5.14

Escribe marine ecosystems.

Population Dynamics

SIA 7.5.15

Explain sublimation and deposition.

SIA 7.5.16

Describe how members of a population may interact with each other.

SIA 7.5.17

Explain how social hierarchy can influence a population.

SIA 7.5.18

Explain how mature ecological communities support biodiversity.

Physical Change

SIA 7.5.19

Describe the law of conservation of mass.

The Atom

SIA 7.5.20

Determine the atomic number and mass number of an atom.

SIA 7.5.21

Name examples and uses of acids, bases, and salts.

SIA 7.5.22

Define and explain the law of conservation of energy.

Critical Thinking


SIA 7.6

Think critically and logically to connect evidence and explanations.

SIA 7.6.1

Evaluate a scientific explanation.

SIA 7.6.2

Explain how humans can cause water pollution.


SIA 7.6.3

Explain how water quality is maintained in the U.S.

SIA 7.6.4

Explain how urbanization can affect water quality.

SIA 7.6.5

Describe how air pollution might be affecting our planet.

SIA 7.6.6

Identify ways that humans can reduce the rate of global warming.

SIA 7.6.7

Identify some predicted effects of climate change linked to global warming.

Analyzing Predictions, Explanations and Alternative Methods


SIA 7.7

Recognize and analyze alternative explanations and predictions.

SIA 7.7.1

Explain how humans affect the fresh water flow and supply.

Scientific Procedures


SIA 7.8

Communicate scientific procedures and explanations.

SIA 7.8.1

Explain the importance of carrying out multiple trials.

SIA 7.8.2

Provide examples of how technology is used to gather and analyze data.

SIA 7.8.3

Describe the steps of the engineering design process.

SIA 7.8.4

Explain how a prototype is used in engineering design process.

Grade 7 Science – 2015, The Archdiocese of Cincinnati

SCIENCE GRADE 7

STANDARD – EARTH AND SPACE SCIENCE

STANDARD

STANDARD DESCRIPTION

ESS 7.1

The hydrologic cycle illustrates the changing states of water as it moves through

the lithosphere, biosphere, hydrosphere and atmosphere.

Properties of Water

ESS 7.1.1

Explain water’s importance to Earth’s surface and weather, and to living organisms,

including humans.

ESS 7.1.2

Describe the structure of water.

ESS 7.1.3

Explain why water is a polar molecule.

ESS 7.1.4 Describe the three states of water on Earth.

ESS 7.1.5

Describe the properties of water in each of these three states.

ESS 7.1.6

Explain the properties of water.

Water Cycle

ESS 7.1.7

List the states of matter and describe how changes of state occur.

ESS 7.1.8

Define and describe three ways that water reaches the atmosphere.

ESS 7.1.9

Describe what happens to water after it falls to earth.

Surface Water

ESS 7.1.10

Explain the origin of surface water and its importance to living things.

ESS 7.1.11

Explain the relationship between rivers and the tributaries.

ESS 7.1.12

Explain the various processes carried on within river systems.

ESS 7.1.13

Describe watersheds and their structure, and explain how water flow is affected.

ESS 7.1.14

Describe the ways humans use the water in watersheds.

Groundwater

ESS 7.1.15

Explain groundwater and its formation.

ESS 7.1.16

Define water table and aquifer.


ESS 7.1.17

Describe the effects of porosity and permeability.

ESS 7.1.18

Identify how humans use groundwater.

ESS 7.1.19

Determine how aquifers are discharged and recharged.

Water Quality

ESS 7.1.20

Explain how humans can cause water pollution.

ESS 7.1.21

Discuss water quality measures and monitoring.

STANDARD

STANDARD DESCRIPTION

ESS 7.2

Thermal-energy transfers in the ocean and the atmosphere contribute to the

formation of currents, which influence global climate patterns.

Ocean Currents

ESS 7.2.1

List and describe three things that affect surface currents.

ESS 7.2.2

Explain how deep currents are formed.

ESS 7.2.3

Explain convection currents and how it transfers energy.

Upwelling

ESS 7.2.4

Explain the importance of upwelling to ocean life.

Ocean Circulation

ESS 7.2.5

Describe ocean circulation and how it transports matter and energy.

Thermal Energy

ESS 7.2.6

Describe what happens when objects at different temperatures come into contact.

Radiation

ESS 7.2.7

Summarize the process of radiation.

ESS 7.2.8

Identify the main source of energy on Earth’s surface.

ESS 7.2.9

Identify examples of radiation on Earth.

Convection


ESS 7.2.10

Summarize the process of convection.

ESS 7.2.11

Identify examples of convection on Earth.

Conduction

ESS 7.2.12

Summarize conduction.

ESS 7.2.13

Identify examples of conduction on Earth.

Movement of Air

ESS 7.2.14

Explain why air moves, and identify the source of energy that causes air movement.

ESS 7.2.15

Illustrate how convection cells in Earth’s atmosphere cause high- and low-pressure

belts at Earth’s surface.

Global and Local Winds

ESS 7.2.16

List two factors that produce global winds.

ESS 7.2.17

Explain how differences in the way land and water absorb and release energy cause

local winds, such as sea, land, valley, and mountain breezes.

Elements of Weather

ESS 7.2.18

Explain how each of the following relates to weather:

Temperature

Humidity

Precipitation

Air pressure

Wind direction and speed

Visibility

Influences of Weather

ESS 7.2.19

Explain ways in which the water cycle influences weather.

ESS 7.2.20

Define air mass and front and explain how weather is affected by air masses.

ESS 7.2.21

Contrast a cold front and a warm front.

Climate vs. Weather


ESS 7.2.22

Distinguish between climate and weather and determine two main factors that

determine climate.

ESS 7.2.23

Define latitude and state why latitude affects climate.

ESS 7.2.24

Explain that Earth’s climate has naturally varied throughout geologic history.


ESS 7.3

The atmosphere has different properties at different elevations and contains a

mixture of gasses that cycle through the lithosphere, biosphere, hydrosphere and

atmosphere.

Atmosphere

ESS 7.3.1

Define atmosphere and identify the main components of Earth’s atmosphere.

ESS 7.3.2

Explain why temperature changes as altitude increases.

ESS 7.3.3

Identify the four main layers of the atmosphere and describe each layer’s physical

structure and chemical composition.

Function of Atmosphere

ESS 7.3.4

Explain how the atmosphere protects life.

ESS 7.3.5

Describe how the atmosphere insulates the planet.

Quality of Air

ESS 7.3.6

Explain why the atmosphere is important.

ESS 7.3.7

Define air pollution, and identify its sources.

ESS 7.3.8

Summarize how smog forms.

ESS 7.3.9

Explain how ecosystems function as open systems.

ESS 7.3.10

Describe:

water cycle

nitrogen cycle

carbon cycle


ESS 7.4

The relative patterns of motion and positions of the Earth, moon and sun cause


solar and lunar eclipses, tides and phrases of the moon.

Earth’s Rotation

ESS 7.4.1

Define rotation, and describe Earth’s rotation about an Axis.

ESS 7.4.2

Define “DAY”, and explain why an Earth day is 24 hours long.

Earth’s Orbit Around the Sun

ESS 7.4.3

Define revolution and year.

ESS 7.4.4

Identify approximately how many days are in 1 Earth year.

Tilted Axis

ESS 7.4.5

Describe the tilt of Earth’s axis and how it affects the angle the Sun’s rays strike it.

ESS 7.4.6

Describe how rays affect temperature in a region.

ESS 7.4.7

Explain how the tilt of Earth’s axis affects hours of daylight.

Seasons

ESS 7.4.8

Explain what causes seasons.

ESS 7.4.9

Describe equinox and solstice.

Earth, Moon and Sun

ESS 7.4.10

Define gravity.

ESS 7.4.11

Describe the relationships between Earth, the moon, and the sun.

ESS 7.4.12

Explain why we can only see one side of the moon.

Phases of the Moon

ESS 7.4.13

Define lunar phases.

ESS 7.4.14

Describe the lunar cycle and/or relate the cycle to relative positions of the sun, the

moon, and Earth.

Lunar/Solar Eclipses

ESS 7.4.15 Describe a lunar and solar eclipse.


Earth’s Tides

ESS 7.4.16

Define tides and explain high and low tides.

ESS 7.4.17

Explain what causes tides on Earth.

Tidal Ranges

ESS 7.4.18

Define tidal range, spring tide, and neap tide.

ESS 7.4.19

Explain the alignment of Earth, the moon and the sun that causes a spring tide.

ESS 7.4.20

Explain the alignment of Earth, the moon, and the sun that causes a neap tide.

Tidal Cycles

ESS 7.4.21

Explain how Earth’s rotation and the revolution of the moon around Earth affect the

timing of Earth’s tides.


SCIENCE GRADE 7

STANDARD – LIFE SCIENCE


LS 7.1

Matter is transferred continuously between one organism to another, and between

organisms, and their physical environments.

LS 7.1.1

Explain how organisms get energy.

Photosynthesis

LS 7.1.2

Define and describe photosynthesis.

LS 7.1.3

List the starting materials and the products of photosynthesis.

LS 7.1.4

State the location where photosynthesis takes place.

Cellular Respiration

LS 7.1.5

Illustrate the role of water in cells.

LS 7.1.6

List the starting materials and the products of cellular respiration.

LS 7.1.7

State the location where cellular respiration takes place.

Ecology/Ecosystem

LS 7.1.8

Explain what determines where a population can live.

LS 7.1.9

Define:

ecosystem

habitat

niche

Producers/Consumers

LS 7.1.10

Name life’s energy source.

LS 7.1.11

Explain and give examples of how producers get energy.

LS 7.1.12

Explain how decomposers and consumers get energy. Compare and contrast types of

consumers.

Food Chains and Webs


LS 7.1.13

Define food chain and food web.

LS 7.1.14

Explain energy flow in a food web and identify organisms in it.

LS 7.1.15

Infer the consequences of removing an organism from a food web.

Energy and Matter

LS 7.1.16

Explain how organisms get energy and building materials.

LS 7.1.17

Describe how some energy obtained by an organism is used immediately and some is

stored.


LS 7.2

In a particular biome, the number, growth and survival of organisms and

populations depend on biotic and abiotic factors.

LS 7.2.1

Explain a biome, and provide examples of biomes.

LS 7.2.2

Describe what differentiates one biome from another.

LS 7.2.3

Describe the relationship between biomes and ecosystems.

Tundra/Desert/Grasslands

LS 7.2.4

Provide examples of plant and animal adaptions for the tundra, desert, and grassland.

Tropical Rainforest

LS 7.2.5

Provide examples of plant and animal adaptations.

Aquatic Ecosystems

LS 7.2.6

Describe the three major types of aquatic ecosystems.

LS 7.2.7

List abiotic factors that affect aquatic ecosystems.

Cell Theory

LS 7.2.8

Describe factors that increase or decrease population size.

LS 7.2.9

Relate population growth to available resources.

LS 7.2.10

Explain how the carrying capacity can change when the environment changes.

LS 7.2.11

Explain how limiting factors limit the size of a population.

LS 7.2.12

Provide examples of biotic and abiotic limiting factors.


LS 7.2.13

Explain how social hierarchy can influence a population.

Ecosystems

LS 7.2.14

Recognize and describe how ecosystems can change over time.

LS 7.2.15

Explain how mature ecological communities support biodiversity.

SCIENCE GRADE 7


STANDARD – PHYSICAL SCIENCE

Introduction to Matter


PS 7.1

The properties of matter are determined by the arrangement of atoms.

PS 7.1.1

Define “physical change” and identify physical changes of matter.

PS 7.1.2

Define “chemical” change and describe how temperature influences chemical change.

PS 7.1.3

Compare and contrast physical changes to chemical changes.

Atom

PS 7.1.4

Describe the way in which atoms make up matter.

Atomic Theory

PS 7.1.5

Describe scientific contributions to the atomic theory.

PS 7.1.6

Describe the current model of the atom.

Periodic Table

PS 7.1.7

Describe the arrangement of elements in groups and periods on the periodic table.

Chemical Reaction

PS 7.1.8

Describe what happens to the atoms of a substance during a chemical reaction.

PS 7.1.9

Identify the parts of a chemical formula.

PS 7.1.10

Balance a chemical equation to demonstrate that chemical reactions observe the laws of

conservation of mass.

PS 7.1.11

Describe how chemical reactions observe the law of conservation of energy.

Acids and Bases

PS 7.1.12

Describe how water molecules can break into positive and negative ions.

PS 7.1.13

Describe the behavior of acids and bases in water.

PS 7.1.14

Compare weak and strong acids and bases.

Measuring pH

PS 7.1.15 Explain how pH is used to describe the acidity or basicity (alkalinity) of a solution.


Theory of Matter


PS 7.2

Energy can be transformed or transferred but is never lost.

PS 7.2.1

State the laws of conservation of energy and mass.

Energy

PS 7.2.2

Compare exothermic reactions and endothermic reactions.

Forms of Energy

PS 7.2.3

Provide a definition of energy, cite the units that are used to measure energy, and list

some of the different forms of energy.

PS 7.2.4

Provide a definition of “energy transformation” and identify situations when energy is

transformed from one form to another.

Energy Transfer

PS 7.2.5

Explain some ways in which energy can be transferred, and some ways it can be

transferred in renewable energy systems.

PS 7.2.6

Identify what forms of energy are transferred when work takes place.

PS 7.2.7

Define Work.


PS 7.3

Energy can be transferred a variety of ways.

Mechanical/Kinetic /Potential Energy

PS 7.3.1

Describe a potential energy (PE)

PS 7.3.2 Describe kinetic energy (KE)

PS 7.3.3 Describe a mechanical energy (ME)

PS 7.3.4 Describe a potential energy (PE) to kinetic energy (KE and KE to PE) transformation in

relationship to mechanical energy (ME)

PS 7.3.5 Explain how the transformation of PE into KE is observable in a pendulum system

PS 7.3.6 Explain what happens to the environment when ME transforms to non-mechanical

forms

grade 7 science - archdiocese of cincinnati 7 science - 2015, the archdiocese of cincinnati ls –...

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