Gizmos for Northwest Territories - Science: 7th Grade (Alberta Program of Studies adopted 2004)

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

A: : Interactions and Ecosystems (Social and Environmental Emphasis)

A.1: : Science, Technology and Society (STS) and Knowledge

A.1.1: : Investigate and describe relationships between humans and their environments, and identify related issues and scientific questions

A.1.1.1: : illustrate how life-supporting environments meet the needs of living things for nutrients, energy sources, moisture, suitable habitat, and exchange of gases

A.1.1.2: : describe examples of interaction and interdependency within an ecosystem (e.g., identify examples of dependency between species, and describe adaptations involved; identify changing relationships between humans and their environments, over time and in different culturesâ??as, for example, in aboriginal cultures)

A.1.1.3: : identify examples of human impacts on ecosystems, and investigate and analyze the link between these impacts and the human wants and needs that give rise to them (e.g., identify impacts of the use of plants and animals as sources of food, fibre and other materials; identify potential impacts of waste products on environments)

A.1.1.4: : analyze personal and public decisions that involve consideration of environmental impacts, and identify needs for scientific knowledge that can inform those decisions

A.1.2: : Trace and interpret the flow of energy and materials within an ecosystem

A.1.2.1: : analyze an ecosystem to identify biotic and abiotic components, and describe interactions among these components

A.1.2.2: : analyze ecosystems to identify producers, consumers and decomposers; and describe how energy is supplied to and flows through a food web, by:

A.1.2.2.c: : interpreting food webs, and predicting the effects of changes to any part of a web

A.1.2.3: : describe the process of cycling carbon and water through an ecosystem

A.1.2.4: : identify mechanisms by which pollutants enter and move through the environment, and can become concentrated in some organisms (e.g., acid rain, mercury, PCBs, DDT)

A.1.3: : Monitor a local environment, and assess the impacts of environmental factors on the growth, health and reproduction of organisms in that environment

A.1.3.2: : investigate and interpret evidence of interaction and change (e.g., population fluctuations, changes in weather, availability of food or introduction of new species into an ecosystem)

A.1.4: : Describe the relationships among knowledge, decisions and actions in maintaining life-supporting environments

A.1.4.1: : identify intended and unintended consequences of human activities within local and global environments (e.g., changes resulting from habitat loss, pest control or from introduction of new species; changes leading to species extinction)

A.2: : Skill Outcomes (focus on the use of research and inquiry skills to inform the decision-making process)

A.2.1: : Initiating and Planning

A.2.1.1: : Ask questions about the relationships between and among observable variables, and plan investigations to address those questions

A.2.1.1.a: : identify science-related issues (e.g., identify a specific issue regarding human impacts on environments)

A.2.1.1.d: : select appropriate methods and tools for collecting data and information (e.g., select or develop a method for estimating a plant population within a given study plot; design a survey as a first step in investigating an environmental issue)

A.2.2: : Performing and Recording

A.2.2.1: : Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data

A.2.2.1.c: : use tools and apparatus effectively and accurately for collecting data (e.g., measure factors, such as temperature, moisture, light, shelter and potential sources of food, that might affect the survival and distribution of different organisms within a local environment)

A.2.3: : Analyzing and Interpreting

A.2.3.1: : Analyze qualitative and quantitative data, and develop and assess possible explanations

A.2.3.1.b: : compile and display data, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, bar graphs and line graphs (e.g., illustrate a food web, based on observations made within a given environment)

A.2.3.1.c: : classify organisms found in a study plot

A.2.4: : Communication and Teamwork

A.2.4.1: : Work collaboratively on problems; and use appropriate language and formats to communicate ideas, procedures and results

A.2.4.1.a: : communicate questions, ideas, intentions, plans and results, using lists, notes in point form, sentences, data tables, graphs, drawings, oral language and other means (e.g., present findings from an analysis of a local issue, such as the control of the beaver population in a nearby wetland)

A.2.4.1.b: : evaluate individual and group processes used in planning, problem solving, decision making and completing a task

B: : Plants for Food and Fibre (Science and Technology Emphasis)

B.1: : Science, Technology and Society (STS) and Knowledge

B.1.1: : Investigate plant uses; and identify links among needs, technologies, products and impacts

B.1.1.1: : illustrate and explain the essential role of plants within the environment

B.1.1.3: : investigate trends in land use from natural environments (e.g., forests, grasslands) to managed environments (e.g., farms, gardens, greenhouses) and describe changes

B.1.1.4: : investigate practical problems and issues in maintaining productive plants within sustainable environments, and identify questions for further study (e.g., investigate the long-term effects of irrigation practices or fertilizer use)

B.1.2: : Investigate life processes and structures of plants, and interpret related characteristics and needs of plants in a local environment

B.1.2.1: : describe the general structure and functions of seed plants (e.g., describe the roots, stem, leaves and flower of a common local plant)

B.1.2.3: : investigate and interpret variations in needs of different plants and their tolerance for different growing conditions (e.g., tolerance for drought, soil salinization or short growing seasons)

B.1.2.4: : describe the processes of diffusion, osmosis, conduction of fluids, transpiration, photosynthesis and gas exchange in plants [Note: This item requires a general understanding of the processes; it does not require knowledge of the specific biochemistry of these processes.]

B.1.2.5: : describe life cycles of seed plants, and identify example methods used to ensure their germination, growth and reproduction (e.g., describe propagation of plants from seeds and vegetative techniques, such as cuttings; conduct a germination study; describe the use of beehives to support pollination)

B.2: : Skill Outcomes (focus on problem solving)

B.2.1: : Initiating and Planning

B.2.1.1: : Ask questions about the relationships between and among observable variables, and plan investigations to address those questions

B.2.1.1.c: : rephrase questions in a testable form, and clearly define practical problems (e.g., rephrase a broad question, such as: â??What amount of fertilizer is best?â?? to become â??What effect will the application of different quantities of fertilizer X have on the growth of plant Y and its environment?â??)

B.2.1.1.d: : state a prediction and a hypothesis based on background information or an observed pattern of events (e.g., predict the effect of a particular plant treatment)

B.2.2: : Performing and Recording

B.2.2.1: : Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data

B.2.2.1.c: : observe and record data, and create simple line drawings (e.g., describe plant growth, using qualitative and quantitative observations; draw and describe plant changes resulting from an experimental procedure)

B.2.3: : Analyzing and Interpreting

B.2.3.1: : Analyze qualitative and quantitative data, and develop and assess possible explanations

B.2.3.1.b: : use and/or construct a classification key (e.g., distinguish among several grain varieties, using a classification guide or key)

B.2.3.1.c: : compile and display data, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, bar graphs and line graphs (e.g., prepare a record of a plantâ??s growth that charts its development in terms of height, leaf development, flowering and seed production)

B.2.4: : Communication and Teamwork

B.2.4.1: : Work collaboratively on problems; and use appropriate language and formats to communicate ideas, procedures and results

B.2.4.1.b: : communicate questions, ideas, intentions, plans and results, using lists, notes in point form, sentences, data tables, graphs, drawings, oral language and other means (e.g., show the growth of a group of plants over time through a data table and diagrams)

B.2.4.1.c: : evaluate individual and group processes used in planning, problem solving, decision making and completing a task

C: : Heat and Temperature (Social and Environmental Emphasis)

C.1: : Science, Technology and Society (STS) and Knowledge

C.1.1: : Illustrate and explain how human needs have led to technologies for obtaining and controlling thermal energy and to increased use of energy resources

C.1.1.3: : identify and explain uses of devices and systems to generate, transfer, control or remove thermal energy (e.g., describe how a furnace and wall thermostat keep a house at a constant temperature)

C.1.1.4: : identify examples of personal and societal choices in using energy resources and technology (e.g., identify choices that affect the amount of hot water used in their daily routines; identify choices in how that water is heated)

C.1.2: : Describe the nature of thermal energy and its effects on different forms of matter, using informal observations, experimental evidence and models

C.1.2.1: : compare heat transmission in different materials (e.g., compare conduction of heat in different solids; compare the absorption of radiant heat by different surfaces)

C.1.2.2: : explain how heat is transmitted by conduction, convection and radiation in solids, liquids and gases

C.1.2.3: : describe the effect of heat on the motion of particles; and explain changes of state, using the particle model of matter

C.1.2.4: : distinguish between heat and temperature; and explain temperature, using the concept of kinetic energy and the particle model of matter

C.1.3: : Apply an understanding of heat and temperature in interpreting natural phenomena and technological devices

C.1.3.3: : compare and evaluate materials and designs that maximize or minimize heat energy transfer (e.g., design and build a device that minimizes energy transfer, such as an insulated container for hot drinks; evaluate different window coatings for use in a model home)

C.1.3.5: : describe and interpret the function of household devices and systems for generating, transferring, controlling or removing thermal energy (e.g., describe in general terms the operation of heaters, furnaces, refrigerators and air conditioning devices)

C.2: : Skill Outcomes (focus on the use of research and inquiry skills to inform the decision-making process)

C.2.1: : Initiating and Planning

C.2.1.1: : Ask questions about the relationships between and among observable variables, and plan investigations to address those questions

C.2.1.1.b: : identify questions to investigate arising from a problem or issue (e.g., ask a question about the source of cold air in a building, or about ways to prevent cold areas)

C.2.1.1.d: : design an experiment, and control the major variables (e.g., design an experiment to evaluate two alternative designs for solar heating a model house)

C.2.2: : Performing and Recording

C.2.2.1: : Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data

C.2.2.1.c: : use instruments effectively and accurately for collecting data and information (e.g., accurately read temperature scales and use a variety of thermometers; demonstrate skill in downloading text, images, and audio and video files on methods of solar heating)

C.2.2.1.d: : carry out procedures, controlling the major variables (e.g., show appropriate attention to controls in investigations of the insulative properties of different materials)

C.2.3: : Analyzing and Interpreting

C.2.3.1: : Analyze qualitative and quantitative data, and develop and assess possible explanations

C.2.3.1.a: : compile and display data, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, bar graphs and line graphs (e.g., construct a database to enter, compare and present data on the insulative properties of different materials)

C.2.3.1.c: : identify and evaluate potential applications of findings (e.g., the application of heat transfer principles to the design of homes and protective clothing)

C.2.4: : Communication and Teamwork

C.2.4.1: : Work collaboratively on problems; and use appropriate language and formats to communicate ideas, procedures and results

C.2.4.1.a: : communicate questions, ideas, intentions, plans and results, using lists, notes in point form, sentences, data tables, graphs, drawings, oral language and other means (e.g., use electronic hardware to generate data summaries and graphs of group data, and present these findings)

D: : Structures and Forces (Science and Technology Emphasis)

D.1: : Science, Technology and Society (STS) and Knowledge

D.1.1: : Describe and interpret different types of structures encountered in everyday objects, buildings, plants and animals; and identify materials from which they are made

D.1.1.2: : interpret examples of variation in the design of structures that share a common function, and evaluate the effectiveness of the designs (e.g., compare and evaluate different forms of roofed structures, or different designs for communication towers)

D.1.2: : Investigate and analyze forces within structures, and forces applied to them

D.1.2.4: : analyze a design, and identify properties of materials that are important to individual parts of the structure (e.g., recognize that cables can be used as a component of structures where only tensile forces are involved; recognize that beams are subject to tension on one side and compression on the other; recognize that flexibility is important in some structures)

D.2: : Skill Outcomes (focus on problem solving)

D.2.2: : Performing and Recording

D.2.2.1: : Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data

D.2.2.1.b: : organize data, using a format that is appropriate to the task or experiment (e.g., use a database or spreadsheet for recording the deformation of components under different loads)

D.2.2.1.c: : carry out procedures, controlling the major variables (e.g., ensure that tests to determine the effect of any one variable are based on changes to that variable only)

D.2.3: : Analyzing and Interpreting

D.2.3.1: : Analyze qualitative and quantitative data, and develop and assess possible explanations

D.2.3.1.a: : compile and display data, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, bar graphs, line graphs and scatterplots (e.g., plot a graph, showing the deflection of different materials tested under load)

D.2.3.1.d: : evaluate designs and prototypes in terms of function, reliability, safety, efficiency, use of materials and impact on the environment

D.2.4: : Communication and Teamwork

D.2.4.1: : Work collaboratively on problems; and use appropriate language and formats to communicate ideas, procedures and results

D.2.4.1.a: : communicate questions, ideas, intentions, plans and results, using lists, notes in point form, sentences, data tables, graphs, drawings, oral language and other means (e.g., produce a work plan, in cooperation with other team members, that identifies criteria for selecting materials and evaluating designs)

D.3: : Attitude Outcomes

D.3.1: : Interest in Science

D.3.1.1: : Show interest in science-related questions and issues, and pursue personal interests and career possibilities within science-related fields (e.g., apply knowledge of structures in interpreting a variety of structures within their home community; ask questions about techniques and materials used, and show an interest in construction and engineering)

E: : Planet Earth (Nature of Science Emphasis)

E.1: : Science, Technology and Society (STS) and Knowledge

E.1.1: : Describe and demonstrate methods used in the scientific study of Earth and in observing and interpreting its component materials

E.1.1.1: : investigate and interpret evidence that Earthâ??s surface undergoes both gradual and sudden change (e.g., recognize earthquakes, volcanoes and landslides as examples of sudden change; recognize glacial erosion and river erosion as examples of gradual/incremental change)

E.1.1.4: : explain the need for common terminology and conventions in describing rocks and minerals, and apply suitable terms and conventions in describing sample materials (e.g., use common terms in describing the lustre, transparency, cleavage and fracture of rocks and minerals; apply the Mohsâ?? scale in describing mineral hardness)

E.1.2: : Identify evidence for the rock cycle, and use the rock cycle concept to interpret and explain the characteristics of particular rocks

E.1.2.2: : describe characteristics of the three main classes of rocksâ??igneous, sedimentary and metamorphicâ??and describe evidence of their formation (e.g., describe evidence of igneous rock formation, based on the study of rocks found in and around volcanoes; describe the role of fossil evidence in interpreting sedimentary rock)

E.1.2.3: : describe local rocks and sediments, and interpret ways they may have formed

E.1.2.4: : investigate and interpret examples of weathering, erosion and sedimentation

E.1.3: : Investigate and interpret evidence of major changes in landforms and the rock layers that underlie them

E.1.3.2: : interpret the structure and development of fold and fault mountains

E.1.3.3: : describe evidence for crustal movement, and identify and interpret patterns in these movements (e.g., identify evidence of earthquakes and volcanic action along the Pacific Rim; identify evidence of the movement of the Pacific plate relative to the North American plate)

E.1.3.4: : identify and interpret examples of gradual/incremental change, and predict the results of those changes over extended periods of time (e.g., identify evidence of erosion, and predict the effect of erosional change over a year, century and millennium; project the effect of a given rate of continental drift over a period of one million years)

E.1.4: : Describe, interpret and evaluate evidence from the fossil record

E.1.4.3: : describe patterns in the appearance of different life forms, as indicated by the fossil record (e.g., construct and interpret a geological time scale; and describe, in general terms, the evidence that has led to its development)

E.2: : Skill Outcomes (focus on scientific inquiry)

E.2.1: : Initiating and Planning

E.2.1.1: : Ask questions about the relationships between and among observable variables, and plan investigations to address those questions

E.2.1.1.b: : define and delimit questions to facilitate investigation (e.g., ask a question about a sample group of rocks from a specific region, or about a specific type of rock or rock formation)

E.2.1.1.c: : state a prediction and a hypothesis based on background information or an observed pattern of events (e.g., predict where an outcrop of a given rock will appear, based on observations at nearby sites)

E.2.2: : Performing and Recording

E.2.2.1: : Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data

E.2.2.1.a: : carry out procedures, controlling the major variables

E.2.2.1.e: : organize data, using a format that is appropriate to the task or experiment (e.g., use diagrams to show the shape and thickness of different layers in a rock outcrop)

E.2.3: : Analyzing and Interpreting

E.2.3.1: : Analyze qualitative and quantitative data, and develop and assess possible explanations

E.2.3.1.b: : interpret patterns and trends in data, and infer and explain relationships among the variables (e.g., interpret example graphs of seismic data, and explain the lag time between data received at different locations)

E.2.3.1.c: : predict the value of a variable, by interpolating or extrapolating from data (e.g., determine, in a stream table study, the quantity of sediment carried over a half-hour period, then extrapolate the amount that would be carried if the time were extended to a day, month, year or millennium)

E.2.4: : Communication and Teamwork

E.2.4.1: : Work collaboratively on problems; and use appropriate language and formats to communicate ideas, procedures and results

E.2.4.1.b: : evaluate individual and group processes used in planning, problem solving, decision making and completing a task (e.g., evaluate the relative success and scientific merits of an Earth science field trip organized and guided by themselves)

E.3: : Attitude Outcomes

E.3.3: : Scientific Inquiry

E.3.3.1: : Seek and apply evidence when evaluating alternative approaches to investigations, problems and issues (e.g., critically evaluate inferences and conclusions, basing their arguments on facts rather than opinions; identify evidence to support ideas; take the time to accurately gather evidence and use instruments carefully)

Correlation last revised: 9/16/2020

Northwest Territories - Science: 7th Grade

Alberta Program of Studies | Adopted: 2004

A: : Interactions and Ecosystems (Social and Environmental Emphasis)

B: : Plants for Food and Fibre (Science and Technology Emphasis)

C: : Heat and Temperature (Social and Environmental Emphasis)

D: : Structures and Forces (Science and Technology Emphasis)

E: : Planet Earth (Nature of Science Emphasis)