1: Science and Engineering Practices

7.S.1: The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content.

7.S.1A: The practices of science and engineering support the development of science concepts, develop the habits of mind that are necessary for scientific thinking, and allow students to engage in science in ways that are similar to those used by scientists and engineers.

7.S.1A.1: Ask questions to

7.S.1A.1.1: generate hypotheses for scientific investigations,

Fast Plants® 2 - Mystery Parent
Hearing: Frequency and Volume
Sight vs. Sound Reactions
Ecosystems
Evolution

7.S.1A.1.2: refine models, explanations, or designs, or

Meiosis
Pendulum Clock
Programmable Rover
Trebuchet
Evolution

7.S.1A.1.3: extend the results of investigations or challenge claims.

Hearing: Frequency and Volume
Sight vs. Sound Reactions

7.S.1A.2: Develop, use, and refine models to

7.S.1A.2.1: understand or represent phenomena, processes, and relationships,

Carbon Cycle
Energy of a Pendulum
Fast Plants® 2 - Mystery Parent
Food Chain
Mouse Genetics (One Trait)
Muscles and Bones
Phase Changes
Programmable Rover
RNA and Protein Synthesis
Ripple Tank
River Erosion
Weathering
Ecosystems
Evolution

7.S.1A.2.2: test devices or solutions, or

Circuits
Programmable Rover
Trebuchet
Ecosystems

7.S.1A.2.3: communicate ideas to others.

Building Topographic Maps
Ocean Mapping
Ripple Tank
Evolution

7.S.1A.3: Plan and conduct controlled scientific investigation to answer questions, test hypotheses, and develop explanations:

7.S.1A.3.1: formulate scientific questions and testable hypotheses,

Effect of Environment on New Life Form
Fast Plants® 2 - Mystery Parent
Hearing: Frequency and Volume
Seed Germination
Sight vs. Sound Reactions
Time Estimation
Evolution

7.S.1A.3.2: identify materials, procedures, and variables,

Effect of Environment on New Life Form
Hearing: Frequency and Volume
Real-Time Histogram
Sight vs. Sound Reactions
Time Estimation
Evolution

7.S.1A.3.3: select and use appropriate tools or instruments to collect qualitative and quantitative data, and

Fast Plants® 2 - Mystery Parent
Feel the Heat
Programmable Rover
Triple Beam Balance
Evolution

7.S.1A.3.4: record and represent data in an appropriate form. Use appropriate safety procedures.

Fast Plants® 2 - Mystery Parent
Feel the Heat
Hearing: Frequency and Volume
Muscles and Bones
Pendulum Clock
Programmable Rover
Real-Time Histogram
Evolution

7.S.1A.4: Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to

7.S.1A.4.1: reveal patterns and construct meaning or

Effect of Environment on New Life Form
Fast Plants® 2 - Mystery Parent
Feel the Heat
Hearing: Frequency and Volume
Muscles and Bones
Pendulum Clock
Programmable Rover
Seed Germination
Ecosystems
Evolution

7.S.1A.4.2: support hypotheses, explanations, claims, or designs.

Coral Reefs 1 - Abiotic Factors
Disease Spread
Distance-Time Graphs - Metric
Effect of Environment on New Life Form
Fast Plants® 2 - Mystery Parent
Feel the Heat
Hearing: Frequency and Volume
Pendulum Clock
Programmable Rover
Seed Germination
Chemical and Physical Changes
Ecosystems
Evolution

7.S.1A.5: Use mathematical and computational thinking to

7.S.1A.5.1: use and manipulate appropriate metric units,

Feel the Heat
Unit Conversions
Evolution

7.S.1A.5.2: collect and analyze data,

Estimating Population Size
Feel the Heat
Hearing: Frequency and Volume
Seed Germination
Sight vs. Sound Reactions
Time Estimation
Evolution

7.S.1A.5.3: express relationships between variables for models and investigations, or

Feel the Heat
Food Chain
Hearing: Frequency and Volume
Pendulum Clock
Plants and Snails
Evolution

7.S.1A.5.4: use grade-level appropriate statistics to analyze data.

Describing Data Using Statistics
Sight vs. Sound Reactions
Time Estimation
Evolution

7.S.1A.6: Construct explanations of phenomena using

7.S.1A.6.1: primary or secondary scientific evidence and models,

Big Bang Theory - Hubble's Law
Doppler Shift
Fast Plants® 2 - Mystery Parent
Feel the Heat
Mouse Genetics (One Trait)
Muscles and Bones
Programmable Rover
Ray Tracing (Lenses)
Ray Tracing (Mirrors)
River Erosion
Senses
Evolution

7.S.1A.6.2: conclusions from scientific investigations,

Fast Plants® 2 - Mystery Parent
Hearing: Frequency and Volume
Meiosis
Mouse Genetics (One Trait)
Programmable Rover
Chemical and Physical Changes
Evolution

7.S.1A.6.3: predictions based on observations and measurements, or

Feel the Heat
Chemical and Physical Changes
Evolution

7.S.1A.6.4: data communicated in graphs, tables, or diagrams.

Big Bang Theory - Hubble's Law
Doppler Shift
Fast Plants® 2 - Mystery Parent
Feel the Heat
Mouse Genetics (One Trait)
Natural Selection
Evolution

7.S.1A.7: Construct and analyze scientific arguments to support claims, explanations, or designs using evidence from observations, data, or informational texts.

Gravity Pitch
Mouse Genetics (One Trait)
Plants and Snails

7.S.1A.8: Obtain and evaluate scientific information to

7.S.1A.8.1: answer questions,

Evolution

7.S.1A.8.2: explain or describe phenomena,

Evolution

7.S.1A.8.3: develop models,

Carbon Cycle
Programmable Rover
Evolution

7.S.1A.8.4: evaluate hypotheses, explanations, claims, or designs or

Programmable Rover
Seed Germination

7.S.1A.8.5: identify and/or fill gaps in knowledge.

Evolution

7.S.1A.8.5a: Communicate using the conventions and expectations of scientific writing or oral presentations by

7.S.1A.8.5a.2: reporting the results of student experimental investigations.

Hearing: Frequency and Volume
Evolution

7.S.1B: Technology is any modification to the natural world created to fulfill the wants and needs of humans. The engineering design process involves a series of iterative steps used to solve a problem and often leads to the development of a new or improved technology.

7.S.1B.1: Construct devices or design solutions using scientific knowledge to solve specific problems or needs:

7.S.1B.1.3: generate and communicate ideas for possible devices or solutions,

Programmable Rover

7.S.1B.1.4: build and test devices or solutions,

Programmable Rover
Trebuchet

7.S.1B.1.5: determine if the devices or solutions solved the problem and refine the design if needed, and

Programmable Rover
Trebuchet

7.S.1B.1.6: communicate the results.

Programmable Rover
Trebuchet

2: Physical Science: Classification and Conservation of Matter

7.P.2: The student will demonstrate an understanding of the structure and properties of matter and that matter is conserved as it undergoes changes.

7.P.2A: All substances are composed of one or more elements. Elements are pure substances which contain only one kind of atom. The periodic table organizes these elements based on similar properties. Compounds are substances composed of two or more elements. Chemical formulas can be used to describe compounds.

7.P.2A.1: Develop and use simple atomic models to illustrate the components of elements (including the relative position and charge of protons, neutrons, and electrons).

Element Builder

7.P.2A.2: Obtain and use information about elements (including chemical symbol, atomic number, atomic mass, and group or family) to describe the organization of the periodic table.

Element Builder

7.P.2A.4: Construct explanations for how compounds are classified as ionic (metal bonded to nonmetal) or covalent (nonmetals bonded together) using chemical formulas.

Covalent Bonds
Electron Configuration

7.P.2B: Substances (such as metals or acids) are identified according to their physical or chemical properties. Changes to substances can either be physical or chemical. Many substances react chemically with other substances to form new substances with different properties. According to the law of conservation of matter, total mass does not change in a chemical reaction.

7.P.2B.1: Analyze and interpret data to describe substances using physical properties (including state, boiling/melting point, density, conductivity, color, hardness, and magnetic properties) and chemical properties (the ability to burn or rust).

Circuit Builder
Density Laboratory
Feel the Heat
Mineral Identification
Phases of Water
Chemical and Physical Changes

7.P.2B.2: Use mathematical and computational thinking to describe the relationship between the mass, volume, and density of a given substance.

Density Experiment: Slice and Dice
Density Laboratory

7.P.2B.3: Analyze and interpret data to compare the physical properties, chemical properties (neutralization to form a salt, reaction with metals), and pH of various solutions and classify solutions as acids or bases.

pH Analysis
pH Analysis: Quad Color Indicator

7.P.2B.4: Plan and conduct controlled scientific investigations to answer questions about how physical and chemical changes affect the properties of different substances.

Freezing Point of Salt Water
Solubility and Temperature
Chemical and Physical Changes

7.P.2B.5: Develop and use models to explain how chemical reactions are supported by the law of conservation of matter.

Chemical Changes
Chemical Equations

3: Life Science: Organization in Living Systems

7.L.3: The student will demonstrate an understanding of how the levels of organization within organisms support the essential functions of life.

7.L.3A: Cells are the most basic unit of any living organism. All organisms are composed of one (unicellular) or many cells (multicellular) and require food and water, a way to dispose of waste, and an environment in which they can live in order to survive. Through the use of technology, scientists have discovered special structures within individual cells that have specific functions that allow the cell to grow, survive, and reproduce. Bacteria are one-celled organisms found almost everywhere and can be both helpful and harmful. They can be simply classified by their size, shape and whether or not they can move.

7.L.3A.1: Obtain and communicate information to support claims that

7.L.3A.1.1: organisms are made of one or more cells,

Cell Types
Paramecium Homeostasis

7.L.3A.1.2: cells are the basic unit of structure and function of organisms, and

Cell Types

7.L.3A.2: Analyze and interpret data from observations to describe different types of cells and classify cells as plant, animal, protist, or bacteria.

Cell Structure
Cell Types
Disease Spread

7.L.3A.3: Develop and use models to explain how the relevant structures within cells (including cytoplasm, cell membrane, cell wall, nucleus, mitochondria, chloroplasts, lysosomes, and vacuoles) function to support the life of plant, animal, and bacterial cells.

Cell Energy Cycle
Cell Structure
Cell Types
RNA and Protein Synthesis

7.L.3B: Multicellular organisms (including humans) are complex systems with specialized cells that perform specific functions. Organs and organ systems are composed of cells that function to serve the needs of cells which in turn serve the needs of the organism.

7.L.3B.1: Develop and use models to explain how the structural organizations within multicellular organisms function to serve the needs of the organism.

Circulatory System
Digestive System
Human Homeostasis
Muscles and Bones

7.L.3B.2: Construct explanations for how systems in the human body (including circulatory, respiratory, digestive, excretory, nervous, and musculoskeletal systems) work together to support the essential life functions of the body.

Circulatory System
Digestive System
Human Homeostasis
Muscles and Bones

4: Life Science: Heredity–Inheritance and Variation of Traits

7.L.4: The student will demonstrate an understanding of how genetic information is transferred from parent to offspring and how environmental factors and the use of technologies influence the transfer of genetic information.

7.L.4A: Inheritance is the key process causing similarities between parental organisms and their offspring. Organisms that reproduce sexually transfer genetic information (DNA) to their offspring. This transfer of genetic information through inheritance leads to greater similarity among individuals within a population than between populations. Technology allows humans to influence the transfer of genetic information.

7.L.4A.1: Obtain and communicate information about the relationship between genes and chromosomes to construct explanations of their relationship to inherited characteristics.

Evolution: Mutation and Selection
Evolution: Natural and Artificial Selection
Human Karyotyping
Evolution

7.L.4A.2: Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually.

Inheritance
Mouse Genetics (One Trait)
Mouse Genetics (Two Traits)

7.L.4A.3: Develop and use models (Punnett squares) to describe and predict patterns of the inheritance of single genetic traits from parent to offspring (including dominant and recessive traits, incomplete dominance, and codominance).

Chicken Genetics
Fast Plants® 1 - Growth and Genetics
Fast Plants® 2 - Mystery Parent
Mouse Genetics (One Trait)
Mouse Genetics (Two Traits)

7.L.4A.4: Use mathematical and computational thinking to predict the probability of phenotypes and genotypes based on patterns of inheritance.

Chicken Genetics
Fast Plants® 2 - Mystery Parent
Mouse Genetics (One Trait)
Mouse Genetics (Two Traits)

7.L.4A.5: Construct scientific arguments using evidence to support claims for how changes in genes (mutations) may have beneficial, harmful, or neutral effects on organisms.

Evolution: Mutation and Selection
Evolution: Natural and Artificial Selection
Evolution

7.L.4A.6: Construct scientific arguments using evidence to support claims concerning the advantages and disadvantages of the use of technology (such as selective breeding, genetic engineering, or biomedical research) in influencing the transfer of genetic information.

Evolution: Natural and Artificial Selection

5: Ecology: Interactions of Living Systems and the Environment

7.EC.5: The student will demonstrate an understanding of how organisms interact with and respond to the biotic and abiotic components of their environments.

7.EC.5A: In all ecosystems, organisms and populations of organisms depend on their environmental interactions with other living things (biotic factors) and with physical (abiotic) factors (such as light, temperature, water, or soil quality). Disruptions to any component of an ecosystem can lead to shifts in its diversity and abundance of populations

7.EC.5A.1: Develop and use models to describe the characteristics of the levels of organization within ecosystems (including species, populations, communities, ecosystems, and biomes).

Coral Reefs 1 - Abiotic Factors
Food Chain
Rabbit Population by Season

7.EC.5A.3: Analyze and interpret data to predict changes in the number of organisms within a population when certain changes occur to the physical environment (such as changes due to natural hazards or limiting factors).

Coral Reefs 1 - Abiotic Factors
Food Chain
Prairie Ecosystem
Rabbit Population by Season

7.EC.5B: Organisms in all ecosystems interact with and depend up on each other. Organisms with similar needs compete for limited resources. Food webs and energy pyramids are models that demonstrate how energy is transferred within an ecosystem.

7.EC.5B.1: Develop and use models to explain how organisms interact in a competitive or mutually beneficial relationship for food, shelter, or space (including competition, mutualism, commensalism, parasitism, and predator-prey relationships).

Coral Reefs 1 - Abiotic Factors
Food Chain
Forest Ecosystem
Measuring Trees
Prairie Ecosystem
Ecosystems

7.EC.5B.2: Develop and use models (food webs and energy pyramids) to exemplify how the transfer of energy in an ecosystem supports the concept that energy is conserved.

Coral Reefs 1 - Abiotic Factors
Food Chain
Forest Ecosystem
Measuring Trees
Prairie Ecosystem

7.EC.5B.3: Analyze and interpret data to predict how changes in the number of organisms of one species affects the balance of an ecosystem.

Coral Reefs 1 - Abiotic Factors
Coral Reefs 2 - Biotic Factors
Food Chain
Forest Ecosystem
Measuring Trees
Prairie Ecosystem
Rabbit Population by Season
Ecosystems

7.EC.5B.4: Define problems caused by the introduction of a new species in an environment and design devices or solutions to minimize the impact(s) to the balance of an ecosystem.

Coral Reefs 2 - Biotic Factors

Correlation last revised: 5/18/2021

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