Gizmos for Newfoundland and Labrador - Science: 7th Grade (Newfoundland and Labrador Curriculum adopted 2009)

This correlation lists the recommended Gizmos for this province's curriculum standards. Click any Gizmo title below for more information.

1: : Interactions Within Ecosystems

1.1: : Ecosystems

1.1.1: : identify questions related to a local ecosystem such as â??What types of species live in a particular ecosystem?â??

1.1.1.a: : describe an ecosystem as a group of interacting living and nonliving things

1.1.1.b: : identify examples of ecosystems within Newfoundland and Labrador. Include:

1.1.1.b.ii: : forest

1.1.1.c: : list examples of organisms that live in each ecosystem

1.2: : Components of an Ecosystem

1.2.1: : demonstrate the importance of choosing words that are scientifically appropriate

1.2.1.a: : define and use terms in context. Include:

1.2.1.a.ii: : abiotic

1.2.1.a.iii: : biotic

1.2.1.a.iv: : species

1.2.1.a.v: : organism

1.2.1.a.vi: : population

1.2.1.a.viii: : habitat

1.2.2: : investigate the biotic and abiotic factors of a local ecosystem

1.2.7: : evaluate individual and group processes used in planning, decision making, and completing a task

1.2.7.a: : describe the following abiotic factors of local ecosystems

1.2.7.a.i: : intensity of sunlight

1.2.8: : use a key to identify the biotic factors observed in the local ecosystem

1.2.9: : describe interactions between biotic and abiotic factors in an ecosystem. Include:

1.2.9.i: : biotic-abiotic

1.2.9.ii: : abiotic-abiotic

1.2.9.iii: : biotic-biotic

1.3: : Interactions Within an Ecosystem

1.3.1: : describe interactions between biotic and abiotic factors in an ecosystem.

1.3.1.b: : define and give examples of parasitism, mutualism and commensalism

1.3.2: : investigate an interaction between a biotic and an abiotic factor in an ecoystem

1.3.3: : design and carry out an experiment controlling major variables

1.3.4: : organize, compile and display data using tables

1.3.5: : defend a given position on an issue or problem based on their findings

1.3.6: : identify the niche of producers, consumers, and decomposers in a local ecosystem

1.3.6.a: : define and use in context the terms producer, consumer and decomposer

1.3.6.b: : define herbivores, carnivores and omnivores in terms of different types of consumers

1.3.7: : given a diverse group of organisms, classify them as producers, consumers, or decomposers

1.4: : Energy Flow in an Ecosystem

1.4.3: : describe how energy is supplied to, and how it flows through, a food chain

1.4.3.a: : explain how producers use light energy, carbon dioxide, and water (photosynthesis) to produce energy for the ecosystem

1.4.3.b: : define food chain

1.4.3.c: : construct simple food chains using local examples

1.4.3.d: : classify the organisms within food chains as producers, herbivores, carnivores and omnivores

1.4.4: : apply the concept of a food web as a tool for interpreting the structure and interactions of an ecosystem

1.4.4.a: : define food web

1.4.4.b: : interpret food webs using organisms from local ecosystems

1.5: : Ecological Succession

1.5.2: : predict what an ecosystem will look like in the future based on the characteristics of the area

1.5.2.a: : define pioneer species

1.5.2.b: : define climax community

1.5.3: : construct a flow chart of images to illustrate the changes occurring during primary and secondary succession. Include:

1.5.3.ii: : forest re-growth after fire (secondary)

1.5.3.a: : describe the ecosystem changes that occur in the examples above. Include:

1.5.3.a.ii: : plant types

1.5.6: : provide examples of how our understanding of boreal forest ecology has influenced our harvesting practices identifying the positive effects of these practices

1.6: : Environmental Action

1.6.1: : propose and defend a course of action to protect the local habitat of a particular organism

1.6.1.a: : describe how humans have influenced the environment. Include:

1.6.1.a.i: : habitat loss/ destruction

1.6.1.a.iii: : pollution

1.6.1.b: : debate the pros and cons of habitat conservation

1.6.1.b.b: : Cons

1.6.1.b.b.i: : artificial habitats

2: : Heat

2.1: : Describing Temperature

2.1.1: : relate personal activities in formal and informal settings to temperature

2.1.1.c: : predict and identify the temperature of various familiar objects. Include:

2.1.1.c.ii: : temperatures of boiling and freezing water

2.2: : Measuring Temperature

2.2.1: : provide examples of temperature measuring technologies used in the past. Include:

2.2.1.a: : identify scales used in temperature measurement. Include:

2.2.1.a.iii: : Kelvin

2.3: : Temperature and Matter

2.3.1: : define temperature using the Particle Theory of Matter

2.3.1.a: : define matter

2.3.1.b: : describe the Particle Theory of Matter. Include:

2.3.1.b.i: : all matter is made up of tiny particles.

2.3.1.c: : define kinetic energy as the energy that particles have due to motion

2.3.2: : explain how each state of matter reacts to changes in temperature

2.3.2.a: : describe and compare the three states of matter using the particle theory of matter in terms of:

2.3.2.a.i: : volume

2.3.3: : explain changes of state using the Particle Theory of Matter. Include:

2.3.3.i: : melting

2.3.3.ii: : freezing

2.3.3.iii: : evaporation

2.3.4: : state a hypothesis, carry out an experiment, identify and control major variables and state a conclusion based on experimental data

2.3.5: : use heating and measuring tools accurately and safely

2.3.6: : organize, compile and display data using tables and graphs

2.4: : Heat Transfer

2.4.1: : compare transmission of heat by conduction, convection, and radiation

2.4.1.a: : define conduction, convection and radiation in terms of:

2.4.1.a.ii: : state(s) in which it occurs

2.4.1.b: : list common examples of the three processes of heat transfer. Include:

2.4.1.b.i: : conduction - cook ware, ice pack

2.4.1.b.ii: : convection - air currents, heating a liquid

2.4.1.b.iii: : radiation - fireplace, sunlight

2.5: : Heat Transfer - Home Heating Technologies

2.5.1: : provide examples of heat technologies used past and present to heat homes in Newfoundland and Labrador. Include:

2.5.1.iv: : air to air heat pump

2.5.1.v: : hot water radiation

2.5.5: : provide examples of how our understanding of evaporation and condensations of liquids resulted in the development of heat pumps

2.5.6: : describe how various surfaces absorb radiant heat

2.6: : Heat Transfer - Conductors and Insulators

2.6.1: : design and conduct an experiment to test identified questions, state a hypothesis, identify and control major variables

2.6.3: : organize and display data using tables and graphs

2.6.4: : state a conclusion, based on experimental data, and explain how evidence gathered supports or refutes an initial idea

2.6.5: : provide examples of insulating technologies used today and in the past. Include:

2.6.5.ii: : sod

2.6.5.iii: : fiberglass

2.6.5.iv: : thermos

2.6.5.a: : distinguish between thermal conductors and insulators

2.7: : Temperature Versus Heat - Specific Heat Capacity

2.7.1: : compare, in qualitative terms, the specific heat capacities of some common materials. Include:

2.7.1.b: : define specific heat capacity

3: : Mixtures and Solutions

3.1: : Mixtures and Pure Substances - The Particle Theory

3.1.1: : distinguish between pure substances and mixtures using the particle theory of matter.

3.1.1.d: : identify examples of various pure substances. Include:

3.1.1.d.iv: : oxygen (O2)

3.5: : Solutions and Solubility

3.5.1: : state a hypothesis based on background information or an observed pattern of events.

3.5.2: : identify and delimit questions and problems to facilitate investigation.

3.5.3: : identify the line of best fit and interpolate or extrapolate based on the line of best fit.

3.6: : Separating Mixtures

3.6.1: : using apparatus safely, identify and separate the components of a variety of mixtures. Include:

3.6.1.iii: : evaporation

3.6.2: : describe how to use different methods to separate a variety of mixtures. Include:

3.6.2.iii: : evaporation

3.7: : Distillation

3.7.3: : use tools and instruments safely and accurately when carrying out procedures and collecting data.

4: : Earth's Crust

4.02: : Define mineral

4.03: : List and describe properties of minerals. Include:

4.03.i: : colour

4.03.ii: : streak

4.03.iii: : lustre

4.03.iv: : hardness

4.04: : Use a mineral classification key to investigate questions arising from practical problems

4.05: : Select appropriate methods and tools for collecting and organizing data to identify minerals

4.09: : Define igneous rock and describe their formation.

4.12: : Relate crystal size in igneous rocks to rate of cooling.

4.13: : Define sedimentary rock.

4.15: : Define metamorphic rock.

4.16: : Describe the formation of metamorphic rocks.

4.19: : Sketch and label a diagram of the rock cycle.

4.20: : Recognize the relationship between various types of rocks (igneous, sedimentary, metamorphic).

4.26: : Recognize that Earthâ??s crust is broken into plates and movement occurs where plate margins meet (plate tectonics).

4.28: : Identify Alfred Wegener as the person responsible for proposing the Continental Drift Theory.

4.29: : Describe the Continental Drift Theory and the evidence supporting it; Include evidence from:

4.29.i: : continental fit (paleogeographic)

4.29.iv: : climate (meteorological)

4.30: : Identify the technological advances that have provided evidence to support the current theory of Plate Tectonics. Include:

4.30.i: : sonar

4.31: : Identify types of plate boundaries. Include:

4.31.i: : Divergent (pulling apart)

4.31.ii: : Convergent (pushing together)

4.31.iii: : Transform (sliding past)

4.32: : Identify convection currents in the Earth as the driving force mechanism behind plate tectonics.

4.36: : Identify the Theory of Continental Drift as one early explanation for how our Earth changed over time.

4.39: : Define earthquakes.

4.40: : Explain why earthquakes occur using the concept of plate tectonics.

4.42: : Identify how and where volcanoes form. Include:

4.42.i: : areas where plates collide

4.42.ii: : areas where plates separate

4.42.iii: : areas where plates pass over stationary hot spots

4.43: : Organize and analyze data on the geographical distribution of earthquakes and volcanoes to determine patterns and trends.

4.45: : Identify explanations of volcanic and earthquake activity from the past. Include:

4.45.i: : Pele

4.47: : Define folding and faulting.

4.48: : Explain how mountains are formed using the theory of Plate Tectonics. Include:

4.48.i: : folding

4.48.ii: : faulting

4.48.iii: : volcanic eruption

4.59: : Define porosity and permeability.

4.60: : Relate porosity and permeability to soil types.

4.62: : Carry out procedures controlling the major variables to answer questions arising from practical issues.

4.63: : Use instruments effectively and accurately for collecting data.

4.64: : Compile, organize and display data, using a tabular format.

4.65: : Interpret patterns and trends in data, and infer and explain relationships among the variables.

4.66: : State a conclusion, based on experimental data, and explain how the data gathered supports or refutes and initial idea.

Correlation last revised: 9/16/2020

Newfoundland and Labrador - Science: 7th Grade

Newfoundland and Labrador Curriculum | Adopted: 2009

1: : Interactions Within Ecosystems

2: : Heat

3: : Mixtures and Solutions

4: : Earth's Crust