GRADE 7 Course Overview: In seventh grade, students are actively engaged in the inquiry process as they collaborate with others to understand complex scientific concepts. Students identify a question, determine relevant variables and a control, formulate a hypothesis, and plan and conduct scientific investigations. As they safely follow their plan, they collect data using appropriate tools and technology. A focus during seventh grade is to analyze and evaluate the data that is collected. Following analysis, students will identify and use the appropriate representation to display results and then communicate findings by sharing and comparing data with others. The emphasis in seventh grade science is Life Science. Students investigate cells in depth as they compare cell structure and function and gain an understanding of cell reproduction and genetics. Through a study of energy and life, students will learn how organisms obtain and use energy through photosynthesis, food webs, and respiration. They will examine environmental changes over time as they discover the interdependent nature of populations and communities and describe how species adapt by evolving. Students will also create and use a basic classification scheme to identify plants and animals. As seventh grade students consider how scientific knowledge and technology impacts communities, they will investigate local, regional, and global issues. A major emphasis in seventh grade will be to connect key concepts in Life Science with current events. Place-based studies offer relevant context for this learning. Students will also learn about people who have contributed to the body of scientific knowledge and technology, including American Indians. Units of Study: Cell Structure and Function Energy and Life Cell Reproduction and Genetics Environmental Changes Through Time Classification NOTE: Throughout this document, learning targets are identified as knowledge ( K ), reasoning ( R ), skill ( S ), or product ( P ). Bold items are essential learning targets. Standard 1: Students, through the inquiry process, demonstrate the ability to design, conduct, evaluate, and communicate results and reasonable conclusions of scientific investigations. 1. Identify a question, determine relevant variable and a control, formulate a testable hypothesis, plan and predict the outcome of an investigation, safely conduct scientific investigation, and compare, analyze, and communicate data. 2. Select and use appropriate tools including technology to make measurements (in metric units), gather, process, and analyze data from scientific investigations. 3. Review, communicate, and defend results of investigations, including considering alternative explanations. 4. Create models to illustrate scientific concepts and use the model to predict change (computer simulation, stream table, graphic representation). 5. Identify strengths and weakness in an investigation design. 6. Compare how observations of nature form an essential base of knowledge among the Montana American Indians. 1.1 I can identify a question, determine relevant variable and a control, formulate 1.1
a testable hypothesis, plan and predict the outcome of an investigation, safely conduct scientific investigation, and compare, analyze, and communicate data. a. I can compare testable vs. non-testable questions. (R) b. I can write a testable question for an investigation. (S) c. I can explain the difference between variable and control. (K) d. I can determine the variables and control for an investigation. (K) e. I can distinguish between a testable question and a testable hypothesis. f. I can write a testable hypothesis for an investigation. (S) g. I can formulate a plan to test the hypothesis that includes materials procedures, control, variables, safety precautions, data collection, and analysis methods. (S) h. I can conduct investigation by following student-designed plan. (S) 1.2 I can select and use appropriate tools including technology to make measurements (in metric units), gather, process, and analyze data from scientific investigations. a. I can identify metric base units. (K) b. I can construct properly labeled data tables. (S) c. I can select and use appropriate measurement tool(s) and metric units to gather data. (R) d. I can identify and use the appropriate graphical representation of the data. (K) e. I can analyze data using median, mean, mode, range, and graphical comparisons. (R) 1.3 I can review, communicate, and defend results of investigations, including considering alternative explanations. a. I can identify data examples that support or refute the hypothesis. (K) b. I can judge whether or not the data supports the hypothesis. (R) c. I can communicate results by sharing and comparing data with others. (R) d. I can compare the differences between student collected data. (R) e. I can infer the reasons why student collected data may vary. (R) f. I can defend conclusions by providing examples from the data. (S) g. I can share and discuss alternative conclusions. (S) 1.4 I can create models to illustrate scientific concepts and use the model to predict change (computer simulation, stream table, graphic representation). a. I can identify the similarities and differences between working models and representative models. (K) b. I can create representative models to demonstrate knowledge of scientific concepts (biomes, cells, life systems, density, water cycle). (P) c. c. I can create working models to illustrate scientific concepts. (P) d. I can manipulate working models to predict and make conclusions about scientific concepts. (S) e. I can identify the advantages and limitations of various models. (K) 1.5 I can identify strengths and weakness in an investigation design. a. I can identify the essential components of investigation design (sample size and selection, repetition, controls). (K) b. I can explain the purpose of each essential component and why you must plan an investigation. (S) c. I can identify the strengths and weaknesses in a variety of investigations. (R) 1.6 I can compare how observations of nature form an essential base of 1.6 control variable investigation manipulated variable qualitative quantitative repeated trials responding variable sample size variable 1.2 Celsius Fahrenheit gram liter mean medium meter mode range supported refute 1.3 data hypothesis inference 1.4 concepts inquiry models representative scientific working models
knowledge among the Montana American Indians. a. I can identify examples of various Montana American Indian tribes using observation. (K) b. I can compare how observations of nature form an essential base of knowledge among the different Montana American Indian tribes (migration patterns, planting cycles, etc.). (R) Montana American Indian tribes: Assiniboine, Blackfeet, Cheyenne, Chippewa, Cree, Crow, Gros Ventre, Kootenai, Little Shell, Northern Pend d Oreille, Salish, Sioux Standard 2: Students, through the inquiry process, demonstrate knowledge of properties, forms, changes, and interactions of physical and chemical systems. 1. Classify, describe, and manipulate the physical models of matter in terms of: elements and compounds, pure substances and mixtures, atoms, and molecules. 2. Examine, describe, compare, and classify objects and substances based on common physical properties and simple chemical properties. 3. Describe energy and compare and contrast the energy transformations and the characteristics of light, heat, motion, magnetism, electricity, sound, and mechanical waves. 4. Model and explain the states of matter are dependent upon the quantity of energy present in the system and describe what will change and what will remain unchanged at the particulate level when matter experiences an external force or energy change. 5. Describe and explain the motion of an object in terms of its position, direction, and speed as well as the forces acting upon it. 6. Identify, build, describe, measure, and analyze mechanical systems (simple and complex compound machines) and describe the forces acting within those systems. 7. Give examples and describe how energy is transferred and conserved (e.g. electric to light and heat [light bulb], chemical to mechanical [fuel to propulsion]). * Standard 2 is not addressed at this grade level but integration will be included where appropriate. Standard 3. Students, through the inquiry process, demonstrate knowledge of characteristics, structures, and function of living things, the process and diversity of life, and how living organisms interact with each other and their environment. 1. Compare the structure and function of prokaryotic cells (bacteria) and eukaryotic cells (plant, animal, etc.) including the levels of organization of the structure and function, particularly with humans. 2. Explain how organisms and systems of organisms obtain and use energy resources to maintain stable conditions (food webs, photosynthesis, respiration). 3. Communicate the differences in the reproductive processes of a variety of plants and animals using the principles of genetic modeling (Punnett squares). 4. Investigate and explain the interdependent nature of populations and communities in the environment and describe how species in these populations adapt by evolving. 5. Create and use a basic classification scheme to identify plants and animals. Unit of Study: Cell Structure and Function. 3.1 I can compare the structure and function of prokaryotic cells (bacteria) and eukaryotic cells (plant, animal, etc.) including the levels of organization of the structure and function, particularly with humans. a. I can identify and observe single-celled and multi-cellular organisms using a compound light microscope. (K) 3.1 antibiotic bacteria biogenesis cell
b. I can classify cells as prokaryotic and eukaryotic. (R) c. I can identify and describe the functions of cell organelles (students will build a 3-D model of a cell). (K) d. I can explain the relationship between cell, tissue, organ, system, and organism. (K) Unit of Study: Energy and Life. 3.2 I can explain how organisms and systems of organisms obtain and use energy resources to maintain stable conditions (food webs, photosynthesis, respiration). a. I can explain the process by which organisms obtain energy from the sun and other materials. (K) b. I can describe the process by which organisms (plants and animals) use the energy from sugars to carry out life functions. (K) c. I can diagram the flow of energy through photosynthesis and its decomposition through respiration (elodea photosynthesis/respiration inquiry learning lab with BTB). (P) d. I can analyze energy movement in biomes (food webs and pyramids). (R) e. I can classify organisms in food webs based on characteristics (physical and behavior). (R) Unit of Study: Cell Reproduction and Genetics. 3.3 I can communicate the differences in the reproductive processes of a variety of plants and animals using the principles of genetic modeling (Punnett squares). a. I can explain the form and function of a chromosome. (K) b. I can explain the importance of how DNA codes to determine characteristics. (K) c. I can compare different species and their individual genomes (the human genome differs from that of a cat). (R) d. I can identify the purposes of cell division. (K) e. I can describe the key events in each phase of mitosis. (K) f. I can identify the differences in mitosis and meiosis (sex cells vs. body cells included). (K) g. I can differentiate between sexual reproduction and asexual chromosome compound eukaryotic homeostasis host cell light microscope nucleus organ organ system organelle organism prokaryotic SEM stereoscope TEM tissue virus vaccine 3.2 active transport aerobic anaerobic decomposer diffusion equilibrium fermentation food chain food pyramid food web metabolism osmosis passive transport photosynthesis primary and secondary consumers producer respiration 3.3 allele asexual body cell cross DNA dominant gene genetic genome genotype heredity
reproduction. (K) h. I can define and identify gene, inheritance, phenotype, and genotype. (K) i. I can define and identify dominant and recessive traits (pedigrees and human face lab). (K) j. I can identify examples of inherited characteristics. (K) k. I can explain why inherited characteristics of living things depend on genes. (K) l. I can define Punnett square and genetic cross. (K) m. I can predict genetic crosses using Punnett squares. (R) n. I can interpret simple genetic crosses using Punnett squares. (R) Unit of Study: Environmental Changes Over Time. 3.4 I can investigate and explain the interdependent nature of populations and communities in the environment and describe how species in these populations adapt by evolving. a. I can distinguish between a population and a community. (R) b. I can identify living and non-living factors that effect populations and communities. (K) c. I can identify the different types of symbiosis and their positive and negative effects. (K) d. I can explain how populations are impacted by changes in living and non-living factors in the environment. (K) e. I can explain and provide examples of adaptations. (K) f. I can define natural selection. (K) g. I can explain the relationship between adaptations and natural selection. (K) h. I can identify natural selection as a mechanism for evolution. (K) i. I can identify lines of evidence that support evolution. (K) j. I can explain how the fossil record provides evidence of life forms appearance, diversification, and extinction. (K) Unit of Study: Classification. 3.5 I can create and use a basic classification scheme to identify plants and animals. a. I can explain the relationship between kingdom, phylum, class, order, family, genus, and species. (K) b. I can identify the six Kingdoms of Life and their basic characteristics. (K) c. I can identify and describe similarities and differences among organisms of different, but closely related taxa (pine trees, big cats, rodents, ungulates). (K) d. I can create and use a basic classification scheme to identify plants and animals (build a classification key for imaginary animals). (S) heterozygous homozygous inheritance meiosis mitosis mutation pedigree phase phenotype Punnett square recessive RNA sex cell sexual traits 3.4 biomes diversification evolution extinction fossil natural selection radioactive dating relative dating species variation 3.5 class classification dichotomous key division family genus kingdom phylum scientific name species taxonomy Standard 4: Students through the inquiry process, demonstrate knowledge of the composition, structures, processes, and interactions of Earth s systems and other objects in space. 1. Model and explain the internal structure of the earth and describe the formation and composition of earth s external features in terms of the rock cycle and plate tectonics and constructive and destructive
forces. 2. Differentiate between rock types and mineral types and classify both by how they are formed and the utilization by humans. 3. Use fossils to describe the geological timeline. 4. Describe the water cycle, the composition and structure of the atmosphere and the impact of oceans on large-scale weather patterns. 5. Describe the model, the motion, and tilt of Earth in relation to the sun, and explain the concepts of day, night, seasons, year, and climatic changes. 6. Describe the Earth, moon, planets, and other objects in space in terms of size, force of gravity, structure, and movement in relation to the sun. 7. Identify scientific theories about the origin and evolution of the Earth and solar system. Unit of Study Unit of Study: * Standard 4 is not addressed at this grade level but integration will be included where appropriate. Standard 5: Students, through the inquiry process, understand how scientific knowledge and technological developments impact communities, cultures, and societies. 1. Describe the specific fields of science and technology as they relate to occupations within those fields. 2. Apply scientific knowledge and process skills to understand issues and everyday events. 3. Simulate collaborative problem solving and give examples of how scientific knowledge and technology are shared with other scientists and the public. 4. Use scientific knowledge to investigate problems and their proposed solutions and evaluate those solutions while considering environmental impacts. 5. Describe how the knowledge of science and technology impacts Montana American Indians. 5.1 I can describe the specific fields of science and technology as they relate to occupations within those fields. a. I can research a variety of science and technological fields. (S) b. I can identify and describe a variety of occupations within fields of science and technology. (K) c. Identify and describe uses of technology unique to specific occupations within each field of science. (K) 5.2 I can apply scientific knowledge and process skills to understand issues and everyday events. a. I can identify a local current event or problem involving science. (K) b. I can research and summarize the scientific issues relevant to that local current event or problem. (S) c. I can present and discuss the research on the scientific issues relevant to that local current event or problem. (P) 5.3 I can simulate collaborative problem solving and give examples of how scientific knowledge and technology are shared with other scientists and the public. a. I can identify and describe methods scientists use to collaborate and share scientific findings with other scientists. (K) b. I can identify and describe methods scientists use to share scientific findings with the public. (K) c. I can identify, working in collaboration, a current event or problem 5.1 engineering issue occupations science fields (earth science, life science, physical science) technology 5.2 current event problem relevant summarize 5.3 collaborate proposed research science solutions
involving science. (K) d. I can research and summarize, working in collaboration, the scientific issues relevant tot hat current event or problem. (S) e. I can present and discuss, working in collaboration, the scientific issues relevant to that current event or problem. (P) 5.4 I can use scientific knowledge to investigate problems and their proposed solutions and evaluate those solutions while considering environmental impacts. a. I can identify and research a local issue with an environmental impact. (K) b. I can explain possible environmental impacts. (K) c. I can propose solutions. (R) 5.5 I can describe how the knowledge of science and technology impacts Montana American Indians. a. I can investigate how science and technology have impact on Montana American Indians. (S) b. I can explain the impact of science and technology on Montana American Indians. (K) 5.4 environmental impact Standard 6: Students understand historical developments in science and technology. 1. Give examples of scientific discoveries and describe the interrelationship between technological advances and scientific understanding, including Montana American Indian examples. 3. Describe and explain science as a human endeavor and an ongoing process. 6.1 I can give examples of scientific discoveries and describe the interrelationship between technological advances and scientific understanding, including Montana American Indian examples. a. I can identify and describe examples of technological advances throughout history, including Montana American Indian examples. (K) b. I can identify and explain scientific discoveries influenced by these technologies. (K) c. I can explain how technology advances science understanding. (K) 6.3 I can describe and explain science as a human endeavor and an ongoing process. a. I can describe examples of scientific knowledge changing human understanding of the natural world. (K) b. I can describe and explain the features of science that make it a human endeavor and an ongoing process. (K)