Gizmos for Ontario - Science: 7th Grade (Ontario Curriculum adopted 2007)

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

IiE: : Interactions in the Environment

IiE.2: : investigate interactions within the environment, and identify factors that affect the balance between different components of an ecosystem;

IiE.2.2: : design and construct a model ecosystem (e.g., a composter, a classroom terrarium, a greenhouse), and use it to investigate interactions between the biotic and abiotic components in an ecosystem

IiE.2.3: : use scientific inquiry/research skills to investigate occurrences (e.g., a forest fire, a drought, an infestation of invasive species such as zebra mussels in a local lake or purple loosestrife in a wetland habitat) that affect the balance within a local ecosystem

IiE.2.4: : use appropriate science and technology vocabulary, including sustainability, biotic, ecosystem, community, population, and producer, in oral and written communication

IiE.2.5: : use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes (e.g., design a multimedia presentation explaining the interrelationships between biotic and abiotic components in a specific ecosystem)

IiE.3: : demonstrate an understanding of interactions between and among biotic and abiotic elements in the environment.

IiE.3.1: : demonstrate an understanding of an ecosystem (e.g., a log, a pond, a forest) as a system of interactions between living organisms and their environment

IiE.3.2: : identify biotic and abiotic elements in an ecosystem, and describe the interactions between them (e.g., between hours of sunlight and the growth of plants in a pond; between a termite colony and a decaying log; between the soil, plants, and animals in a forest)

IiE.3.3: : describe the roles and interactions of producers, consumers, and decomposers within an ecosystem (e.g., Plants are producers in ponds. They take energy from the sun and produce food, oxygen, and shelter for the other pond life. Black bears are consumers in forests. They eat fruits, berries, and other consumers. By eating other consumers, they help to keep a balance in the forest community. Bacteria and fungi are decomposers. They help to maintain healthy soil by breaking down organic materials such as manure, bone, spider silk, and bark. Earthworms then ingest the decaying matter, take needed nutrients from it, and return those nutrients to the soil through their castings.)

IiE.3.4: : describe the transfer of energy in a food chain and explain the effects of the elimination of any part of the chain

IiE.3.5: : describe how matter is cycled within the environment and explain how it promotes sustainability (e.g., bears carry salmon into the forest, where the remains decompose and add nutrients to the soil, thus supporting plant growth; through crop rotation, nutrients for future crops are created from the decomposition of the waste matter of previous crops)

IiE.3.7: : explain why an ecosystem is limited in the number of living things (e.g., plants and animals, including humans) that it can support

IiE.3.8: : describe ways in which human activities and technologies alter balances and interactions in the environment (e.g., clear-cutting a forest, overusing motorized water vehicles, managing wolf-killings in Yukon)

FaF: : Form and Function

FaF.2: : design and construct a variety of structures, and investigate the relationship between the design and function of these structures and the forces that act on them;

FaF.2.7: : use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes (e.g., use a graphic organizer to show the steps taken in designing and making a product)

PSaM: : Pure Substances and Mixtures

PSaM.2: : investigate the properties and applications of pure substances and mixtures;

PSaM.2.6: : use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes (e.g., using appropriate mathematical conventions, make a scatter plot to show the relationship between solute, solvent, and temperature)

PSaM.3: : demonstrate an understanding of the properties of pure substances and mixtures, and describe these characteristics using the particle theory.

PSaM.3.2: : state the postulates of the particle theory of matter (all matter is made up of particles; all particles are in constant motion; all particles of one substance are identical; temperature affects the speed at which particles move; in a gas, there are spaces between the particles; in liquids and solids, the particles are close together and have strong forces of attraction between them)

PSaM.3.6: : identify the components of a solution (e.g., solvent, solute)

PSaM.3.8: : describe the concentration of a solution in qualitative terms (e.g., dilute, concentrated) and in quantitative terms (e.g., 5 grams of salt in 1000 ml of water)

HiE: : Heat in the Environment

HiE.2: : investigate ways in which heat changes substances, and describe how heat is transferred;

HiE.2.4: : use scientific inquiry/experimentation skills to investigate heat transfer through conduction, convection, and radiation

HiE.2.5: : use appropriate science and technology vocabulary, including heat, temperature, conduction, convection, and radiation, in oral and written communication

HiE.2.6: : use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes (e.g., using the conventions of science, create a labelled diagram to illustrate convection in a liquid or a gas)

HiE.3: : demonstrate an understanding of heat as a form of energy that is associated with the movement of particles and is essential to many processes within the earth?s systems.

HiE.3.4: : explain how heat is transmitted through conduction (e.g., the transmission of heat from a stove burner to a pot and from the pot to the pot handle), and describe natural processes that are affected by conduction (e.g., the formation of igneous and metamorphic rocks and diamonds)

HiE.3.5: : explain how heat is transmitted through convection, and describe natural processes that depend on convection (e.g., thunderstorms, land and sea breezes)

HiE.3.6: : explain how heat is transmitted through radiation, and describe the effects of radiation from the sun on different kinds of surfaces (e.g., an ice-covered lake, a forest, an ocean, an asphalt road)

HiE.3.7: : describe the role of radiation in heating and cooling the earth, and explain how greenhouse gases affect the transmission of radiated heat through the atmosphere (e.g., The earth is warmed by absorbing radiation from the sun. It cools by radiating thermal energy back to space. Greenhouse gases absorb some of the radiation that the earth emits to space and reradiate it back to the earth?s surface. If the quantity of greenhouse gases in the atmosphere increases, they absorb more outgoing radiation, and the earth becomes warmer.)

HiE.3.8: : identify common sources of greenhouse gases (e.g., carbon dioxide comes from plant and animal respiration and the burning of fossil fuels; methane comes from wetlands, grazing livestock, termites, fossil fuel extraction, and landfills; nitrous oxide comes from soils and nitrogen fertilizers), and describe ways of reducing emissions of these gases

Correlation last revised: 9/16/2020

Ontario - Science: 7th Grade

Ontario Curriculum | Adopted: 2007

IiE: : Interactions in the Environment

FaF: : Form and Function

PSaM: : Pure Substances and Mixtures

HiE: : Heat in the Environment