Gizmos for Newfoundland and Labrador - Science: 7th Grade (NL--Newfoundland and Labrador Curriculum adopted 2015)

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 “What types of organisms live in a particular ecosystem?”

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, including:

1.1.1.b.i: : coastline and ocean

1.1.1.b.ii: : freshwater

1.1.1.b.iv: : forest

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, including:

1.2.1.a.i: : ecosystem

1.2.1.a.ii: : abiotic

1.2.1.a.vi: : population

1.2.1.a.vii: : community

1.2.1.a.ix: : niche

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

1.2.2.a: : define range of tolerance

1.2.2.b: : describe the following abiotic factors of local ecosystems

1.2.2.b.i: : intensity of sunlight

1.2.2.b.ii: : air, soil and water temperature

1.2.2.h: : use a key to identify the biotic factors observed in the local ecosystem

1.3: : Interactions Within an Ecosystem

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

1.3.1.i: : biotic-abiotic

1.3.1.ii: : abiotic-abiotic

1.3.1.iii: : biotic-biotic

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

1.3.4: : organize, compile and display data using tables

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

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

1.4.1.a: : recognize that producers use light energy, carbon dioxide, and water (photosynthesis) to produce energy for the ecosystem

1.4.1.b: : define food chain

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

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

1.4.2.a: : define food web

1.4.3: : describe how energy flows through a food chain and food web

1.4.3.a: : recognize that energy flows through food chains and food webs from producers to herbivores to carnivores/ omnivores as well as to decomposers

1.6: : Environmental Action

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

1.6.1.a: : recognize that humans have influenced the natural environment Including:

1.6.1.a.i: : habitat loss/ destruction

1.6.1.a.ii: : harvesting resources

1.6.1.a.iii: : pollution

1.6.1.a.iv: : introduced species

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

1.6.1.b.a: : Pros

1.6.1.b.a.ii: : preservation of biodiversity

1.6.2: : recognize that a variety of groups and individuals are interested in protecting the environment

2: : Heat

2.1: : Describing Temperature

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

2.1.1.b: : relate temperature to everyday experiences, including:

2.1.1.b.i: : daily temperature changes

2.1.1.b.iv: : average temperatures in different geographic areas

2.2: : Measuring Temperature

2.2.2: : identify scales used in temperature measurement, including:

2.2.2.iii: : Kelvin

2.3: : Temperature and Matter

2.3.1: : define temperature using the particle theory of matter

2.3.1.b: : describe the particle theory of matter, including:

2.3.1.b.ii: : these particles are always moving - they have energy and the more energy the particles have, the faster they move

2.3.3: : explain changes of state using the particle theory of matter, including:

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

2.4: : Heat Transfer

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

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

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

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

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

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

2.4.6: : describe how various surfaces absorb radiant heat

2.6: : Heat Transfer - Conductors and Insulators

2.6.1: : provide examples of insulating technologies used today and in the past, including:

2.6.1.ii: : sod

2.6.1.iii: : fibreglass

2.6.1.iv: : thermos

2.7: : Temperature Versus Heat - Specific Heat Capacity

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

2.7.1.b: : define specific heat capacity

2.7.1.c: : compare the specific heat capacity of the following substances:

2.7.1.c.iv: : steel

2.7.1.c.v: : wood

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.a: : define particle theory of matter

4: : Earth’s Crust

4.1: : Rocks and Minerals

4.1.1: : classify minerals based on their physical properties

4.1.1.b: : list and describe properties of minerals, including:

4.1.1.b.i: : colour

4.1.1.b.ii: : streak

4.1.1.b.iii: : lustre

4.1.1.b.iv: : hardness

4.1.3: : select appropriate methods and tools for collecting and organizing data to identify minerals

4.1.5: : classify rocks based on their characteristics and method of formation

4.1.5.b: : define igneous rock and describe their formation

4.1.5.e: : define sedimentary rocks and describe their formation

4.2: : Rock Cycle

4.2.1: : identify questions to investigate arising from the study of the rock cycle

4.2.1.a: : sketch and label a diagram of the rock cycle

4.2.1.b: : recognize the relationship between various types of rocks (igneous, sedimentary, metamorphic)

4.3: : Structure of the Earth

4.3.1: : describe the characteristics of Earth’s crust and some of the technologies which have allowed scientists to study geological features in and on the Earth’s crust

4.3.1.c: : recognize that Earth’s crust is broken into plates and movement occurs where plate margins meet (plate tectonics)

4.4: : Plate Tectonics Theory

4.4.1: : describe how plate tectonic theory has evolved in light of new geological evidence

4.4.1.a: : identify Alfred Wegener as the person responsible for proposing the continental drift theory

4.4.1.b: : describe the continental drift theory and the evidence supporting it, including evidence from:

4.4.1.b.i: : continental fit (paleogeographic)

4.4.1.b.ii: : fossils (biological)

4.4.1.b.iii: : rock layers (geological)

4.4.1.d: : identify types of plate boundaries, including:

4.4.1.d.i: : divergent (pulling apart)

4.4.1.d.ii: : convergent (pushing together)

4.4.1.d.iii: : transform (sliding past)

4.5: : Earthquakes, Volcanos and Mountains

4.5.1: : examine some of the catastrophic events that occur on or near Earth’s surface, including:

4.5.1.i: : earthquakes

4.5.1.ii: : volcanic eruptions

4.5.1.1.1: : define earthquake

4.5.1.2.1: : explain why earthquakes occur using the concept of plate tectonics

4.5.1.3.1: : define volcano

4.5.1.4.1: : identify how and where volcanoes form. Include

4.5.1.4.1.i: : areas where plates converge

4.5.1.4.1.ii: : areas where plates diverge

4.5.1.4.1.iii: : areas where plates are thin (hot spots)

4.5.3: : provide examples of theories used in the past to explain volcanic activity, earthquakes, and mountain building

4.5.3.a: : identify explanations of volcanic and earthquake activity from the past, including:

4.5.3.a.i: : Pele

4.5.3.a.ii: : Glooscap

4.5.4: : explain the processes of mountain formation

4.5.4.a: : define folding and faulting

4.5.4.b: : explain how mountains are formed using the theory of plate tectonics, including:

4.5.4.b.i: : folding

4.5.4.b.ii: : faulting

4.5.4.b.iii: : volcanic eruption

4.8: : Soil

4.8.3: : relate porosity and permeability to soil types

4.8.4: : carry out procedures controlling the major variables to answer questions arising from practical issues

Correlation last revised: 9/16/2020

Newfoundland and Labrador - Science: 7th Grade

NL--Newfoundland and Labrador Curriculum | Adopted: 2015

1: : Interactions Within Ecosystems

2: : Heat

3: : Mixtures and Solutions

4: : Earth’s Crust