Grade 7 Science

NECAP Standards
Cycle of Review and Revision
K-8 Curriculum Alignment
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Maine Learning Results 

Office hours are 8:00 am to 4:00 pm. Monday through Friday, except holidays

Barbara Maling
Director of Curriculum and Instruction

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207- 363-3403

Grade Seven Science
Scope and Sequence

Students will be actively involved in learning experiences focused on:
  • Human Biology
  • Major Body Systems 
  • Pig Dissection (culminating activity)
  • Case Study: Pantanal of Brazil
  • Ecology 
  • Energy Flow
  • Nutrient Cycles 
  • Biotic & Abiotic Influences in Ecosystems 
  • Populations 
  • Communities
  • Habitats
  • Niches
  • Earth Science
  • Plate Tectonics
  • Dynamic Forces that Shape the Earth's Surface. 
Industrial Technology/Engineering for Kids
  • Unit 1: Defining Technology, Engineering, and Product Design. Engineering the Tower Crane
  • Unit 2: Metals in Your World
  • Unit 3: Designing Machines

YORK SCHOOL DEPARTMENT
CURRICULUM ALIGNMENT
SUBJECT AREA: SCIENCE
 GRADE: 7

Content Standards

Performance Indicators

Instructional Practice

Assessment Tools

Reporting Tools

A. UNIFYING THEMES - Students apply the principles of systems, models, constancy and change, and scale in science and technology.  

A.1. SYSTEMS
Students describe and apply principles of systems in human-made and natural things and processes.

a. Explain how individual parts working together in a system (including organisms, Earth systems, solar system or man-made structures) can do more than each part individually.

Participate in in direct instruction of abiotic (non-living) and biotic (living) conditions in an ecosystem that contribute to or limit the size of populations.
 
Participate in direct instruction of the human body organ systems and each system’s dependence on the others.
 
Compare human muscular/skeletal system with chicken wing while dissecting and diagramming chicken wings.
 
Apply knowledge of human body systems to create an analysis of how two or more body systems work together.
 
Design a ping pong throwing machine and describe how all the individual parts work as a system.
 
Design a model tower crane and describe how the individual parts work together as a system.
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b. Explain how the output of one part of the system, including waste products from manufacturing or organisms, can become the input of another part of a system.

Describe the process of respiration as it applies to the human respiratory system.
 
Participate in direct instruction of biological factors in an ecosystem and the various ways in which organisms interact.
 
Participate in direct instruction of the human body organ systems.
 
Describe the lines of defense the human body uses to protect itself, and identify the different ways diseases spread.
 
Apply knowledge of human body systems to create an analysis of how two or more body systems work together.
 
(IT) Examine how industry recycles materials in the manufacturing process.
 
Compare the value of recycled material coming from the manufacturing process. (IT)
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c. Describe how systems are nested and that systems may be thought of as containing subsystems (as well as being a subsystem of a larger system) and apply the understanding to analyze systems.

Create system of classification using a variety of different materials or objects.
 
Compare student created system with other systems used by scientists to classify and organize.
 
Research other scientific classification schemes.
 
Compare the subsystems of the tower crane modeling project.
 
Compare the subsystems of the ping pong throwing machine.
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A.2. MODELS
Students use models to examine a variety of real-world phenomena from the physical setting, the living environment and the technological world and compare advantages and disadvantages of various models.

a. Compare different types of models that can be used to represent the same thing (including models of chemical reactions, motion, or cells) in order to match the purpose and complexity of a model to its use.

Examine the affects of planned obsolescence in the manufacturing process. (IT)
 
Draw three dimensional objects utilizing drafting tools and computer programs. (IT)
 
Discuss advantages of having a model skeleton in class.
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b. Propose changes to models, and explain how those changes may better reflect the real thing.

Evaluate and revise the ping pong throwing machine. (IT)
 
Evaluate and revise the tower crane model. (IT)
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A.3. CONSTANCY AND CHANGE
Students describe how patterns of change vary in physical, biological, and technological systems.

a. Describe systems that are changing including ecosystems, Earth systems and technologies.

Participate in direct instruction of primary and secondary succession and how they contribute to long-term changes to an ecosystem.
 
Participate in direct instruction of biological factors in an ecosystem and the various ways in which organisms interact.
 
Analysis of biological relationships in ecosystem project and how the interaction of species affects the size and type of species.
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b. Give examples of systems including ecosystems, Earth systems, and technologies that appear to be unchanging (even though things may be changing within the system) and identify any feedback mechanisms that may be modifying the changes.

Describe examples and benefits of feedback (homeostasis) in the human body that keeps it in balance. 

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c. Describe rates of change and cyclic patterns using appropriate grade level mathematics.

 



A.4. Scale
Students use scale to describe objects, phenomena, or processes related to Earth, space, matter, and mechanical and living systems

a. Describe how some things change or work differently at different scales.

Design the tower crane project utilizing Layout/sketch-up/ CAD program. (IT)
 
Design the ping pong toss machine using isometric drawing techniques to scale. (IT)

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b. Use proportions, averages, and ranges to describe small and large extremes of scale.

Design the ping pong toss machine using isometric drawing techniques to scale. (IT)
 
Design the tower crane model using half scale. (IT)

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B.  THE SKILLS AND TRAITS OF SCIENTIFIC INQUIRY AND TECHNOLOGICAL DESIGN - Students plan, conduct, analyze data from and communicate results of in-depth scientific investigations; and they use a systematic process, tools, equipment, and a variety of materials to create a technological design produce a solution or product to meet a specified need.


B.1. SKILLS AND TRAITS OF SCIENTIFIC INQUIRY
Students plan, conduct, analyze data from and communicate results of investigations, including simple experiments.

a. Identify questions that can be answered through scientific investigations.

Design and conduct a scientific investigation.  Use appropriate tools and techniques to gather, analyze and interpret data.
 
Communicate scientific procedures and explanations.
 
Draw a plan for the Tower Crane Project. (IT)
 
Design a plan for the Ping Pong Throwing machine Project using drafting tools. (IT)
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b. Design and safely conduct scientific investigations including experiments with controlled variables.

Design and conduct a scientific investigation.  Use appropriate tools and techniques to gather, analyze and interpret data.
 
Communicate scientific procedures and explanations.
 
Design a plan for the Ping Pong Throwing machine Project using drafting tools. (IT)
 
Design the tower crane project utilizing  layout-sketch-up  CAD program. (IT)
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c. Use appropriate tools, metric units and techniques to gather, analyze, and interpret data.

Apply observation skills to various labs and activities throughout the year. Report data using a variety of charts, tables, graphs and diagrams.
 
Employ the use of appropriate tools for given activities and labs.

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d. Use mathematics to gather, organize, and present data; and structure convincing explanations.

Design and conduct a scientific investigation.  Use appropriate tools and techniques to gather, analyze and interpret data.
 
Communicate scientific procedures and explanations.
 
Design the ping pong toss machine using isometric drawing techniques to scale. (IT)
 
Research technological topics with the laptops. (IT)
 
Employ Web Quest as preparation for all units. (IT)
 
Solve   math formulas utilized in the designs of machines. (IT)
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e. Use logic, critical reasoning and evidence to develop descriptions, explanations, predictions and models.

Design and conduct a scientific investigation.  Use appropriate tools and techniques to gather, analyze and interpret data.
 
Communicate scientific procedures and explanations.
 
Cooperative learning tool.  Analyze technology systems for problems. (IT)
 
Apply trouble shooting skills to all project designs. (IT)
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f. Communicate, critique, and analyze own scientific work and the work of other students.

 



 

 

Design and conduct a scientific investigation.  Use appropriate tools and techniques to gather, analyze and interpret data.
 
Communicate scientific procedures and explanations.
 
Design, construct, test and revise the ping pong toss machine. (IT)
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B.2. SKILLS AND TRAITS OF TECHNOLOGICAL DESIGN
Students use a systematic process, tools, equipment, and a variety of materials to design and produce a solution or product to meet a specified need, using established criteria.

a. Identify appropriate problems for technological design.

Design, build and test a ping pong toss machine using one of the three classes of lever. (IT)
 
Design, build and test a model Tower Crane to lift a predetermined weight. (IT)
 
Experiment with tools and materials common to metallurgy.  (IT)
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b. Design a solution or product.

Design, build and test a ping pong toss machine using one of the three classes of lever. (IT)
 
Design, build and test a model Tower Crane to lift a predetermined weight. (IT)
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c. Communicate a proposed design using drawings and simple models.

Design and conduct a scientific investigation.  Use appropriate tools and techniques to gather, analyze and interpret data.
 
Design, build and test a ping pong toss machine using one of the three classes of lever. (IT)
 
Design, build and test a model Tower Crane to lift a predetermined weight. (IT)
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d. Implement a proposed design.

Design, build and test a ping pong toss machine using one of the three classes of lever. (IT)
 
Design, build and test a model Tower Crane to lift a predetermined weight. (IT)

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e. Evaluate a completed design or product.

Evaluate progress by utilizing the standard (IT) evaluation form used for all projects.

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f. Suggest improvements for their own and others' designs and try out proposed modifications.

Utilize cooperative learning strategies to improve designs and written and oral work.
 
Design, build, test and revise a ping pong toss machine using one of the three classes of lever. (IT)
 
Design, build, test and revise a model Tower Crane to lift a predetermined weight. (IT)
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g. Explain the design process including the stages of problem identification, solution design, implementation, and evaluation.

Design and conduct a scientific investigation.  Use appropriate tools and techniques to gather, analyze and interpret data.
 
Communicate scientific procedures and explanations.
 
Cooperative learning tool.  Analyze technology systems for problems. (IT)
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C. The Scientific and Technological Enterprise - Students understand the history and nature of scientific knowledge and technology, the processes of inquiry and technological design, and the impacts science and technology have on society and the environment.


C.1. UNDERSTANDINGS OF INQUIRY
Students describe how scientists use varied and systematic approaches to investigations that may lead to further investigations.

a. Explain how the type of question informs the type of investigation.

 



 

b. Explain why it is important to identify and control variables, and replicate trials in experiments.

 



 

c.  Describe how scientists' analysis of findings can lead to new investigations.

 



C.2. UNDERSTANDINGS ABOUT SCIENCE AND TECHNOLOGY Students recognize the differences between scientific inquiry and technological design.

a. Compare the processes of scientific inquiry to the process of technological design.

(IT) – Intro to technology.
 
(IT)  analyze the technological design process
 
Recognize the differences and similarities between the Tech method and scientific method.
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b. Explain how constraints and consequences relate to scientific inquiry and technological design.

IT inventions.
 
Describe one invention that has advanced the United States in the area of technological leadership.
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C.3. SCIENCE, TECHNOLOGY, AND SOCIETY
Students identify and describe the role of science and technology in addressing personal and societal challenges.
a.Describe how science and technology can help address societal challenges related to population, natural hazards, sustainability, personal health, and safetly, and environmental quality.

 

b. Identify personal choices that can either positively or negatively impact society in such areas as population, ecosystem sustainability, personal health and environmental quality.
 



 

c. Identify factors that influence the development and use of science and technology.
 



C.4. HISTORY AND NATURE OF SCIENCE
Students describe historical examples that illustrate how science advances knowledge through the scientists involved, and through the ways scientists think about their work and the work of others.
a. Describe how women and men of various backgrounds, working in teams or alone and communicating about their ideas extensively with others, engage in science, engineering and related fields.

 


 

b. Describe a breakthrough from the history of science that contributes to our current understanding of science.
 



 

c.  Describe the basis of understanding science as a human endeavor that generates explanations based on verifiable evidence that are subject to change when new evidence does not match existing explanations.
 


D. The Physical Setting - Students understand the universal nature of matter, energy, force and motion, and identify how these relationships are exhibited in Earth Systems, in the solar system and throughout the universe. 
D.1. UNIVERSE AND SOLAR SYSTEM
Students explain the movements, and describe the location, composition, and characteristics of our solar system and universe, including planets, the sun, and galaxies.
a. Describe the different kinds of objects in the solar system including planets, sun, moons, asteroids and comets.

 



 

b. Explain the motions that cause days, years, phases of the moon and eclipses.
 



 

c. Describe the location of our solar system in its galaxy as well as the existence of other galaxies made up of stars and planets.
 



D.2. EARTH
Students describe the various cycles, physical and biological forces and processes, position in space, energy transformations, and human actions that affect short-term and long-term changes to the Earth.
a. Explain how the tilt of Earth's rotational axis relative to the plane of its yearly orbit around the Sun affects the day length and sunlight intensity to cause seasons.

 



 

b. Describe Earth Systems - biosphere, atmosphere, hydrosphere and lithosphere - and cycles and interactions within them (including water moving among and between them, rocks forming and transforming, and weather formation.)
 

 

c. Give several reasons why the climate is different in different regions of the Earth.
 



 

d. Discuss the significant Earth resources and how their limited supply affects how they are used.
 



 

e. Describe the effect of gravity on objects on Earth.
 



 

f. Give examples of abrupt changes and slow changes in Earth Systems.
 


D.3. MATTER AND ENERGY
Students describe physical and chemical properties of matter, interactions and changes in matter, and transfer of energy through matter.
a. Describe that all matter is made up of atoms and distinguish between/among elements, atoms, and molecules.

 



 

b. Describe how physical characteristics of elements and types of reactions they undergo have been used to create the Periodic Table.
 



 

c. Describe the difference between physical and chemical change.
 


 

d. Explain the relationship of the motion of atoms and molecules to the states of matter for gases, liquids and solids.
 



 

e. Explain that atoms are packed together in arrangements that compose all substances including elements, compounds mixtures and solutions.
 



 

f. Explain and apply the understanding that substances have characteristic properties, including density, boiling point, and solubility and these properties are not dependent on the amount of matter present.
 



 

g. Use the idea of atoms to explain the conservation of matter.
 



 

h. Describe several different types of energy forms including heat energy, chemical energy, and mechanical energy.
Describe how the human body uses food to produce energy needed for all body processes.
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i. Use examples of energy transformations from one form to another to explain that energy cannot be created or destroyed.
 

 

j. Describe how heat is transferred from one object to another by conduction, convection and/or radiation.
 


 

k. Describe the properties of solar radiation and its interaction with objects on Earth.
 

D.4. FORCE AND MOTION
Students describe the force of gravity, the motion of objects, the properties of waves and the wavelike property of energy in light waves.
a. Describe the similarities and differences in the motion of sound vibrations, earthquakes and light waves.

 


 

b. Explain the relationship among visible light, the electromagnetic spectrum and sight.
 

 

c. Describe and apply an understanding of how the gravitational force between any two objects would change if their mass or the distance between them changed.
 


 

d. Describe and apply an understanding of how electric currents and magnets can exert force on each other.
 


 

e. Describe and apply an understanding of the effects of multiple forces will cause changes in the speed or direction.
 

E. The Living Environment - Students understand that cells are the basic unit of life, that all life as we know it has evolved through genetic transfer and natural selection to create a great diversity of organisms, and that these organisms create interdependent webs through which matter and energy flow. Students understand similarities and differences between humans and other organisms and the interconnections to these interdependent webs. 
E.1. BIODIVERSITY
Students differentiate among organisms based on biological characteristics, and identify patterns of similarity.

a. Compare physical characteristics that differentiate organisms into groups (including plants that make their own food, animals that consume energy rich food and organisms cannot easily be classified as either).
 


 

b. Explain how biologists use internal and external anatomical features to determine relatedness among organisms and to form the basis for classification systems.
 


 

c. Explain ways to determine whether organisms are the same species.
 

 

d. Describe how external and internal structures of animals and plants contribute to the variety of ways organisms are able to find food and reproduce.
 


E.2. ECOSYSTEMS
Students examine how the characteristics of the physical, non-living (abiotic) environment, the types and behaviors of living (biotic) organisms, and the flow of matter and energy affect organisms and the ecosystem of which they are part.
a. List various kinds of resources within different biomes for which organisms compete.

Describe biomes by their climate and primary plant type.

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b. Describe ways in which two types of organisms may interact (including competition, predator/prey, producer/consumer/decomposer, parasitism, mutualism), and describe the positive and negative consequences such interactions have.
Describe factors that effect interspecific and intraspecific competition between organisms.

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c. Describe the source and flow of energy in the two major food webs, terrestrial and marine.
Describe the flow of energy in various ecosystems from producers to consumers.

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d. Describe how matter and energy change from one form to another in living things and physical environment.
Describe how carbon, nitrogen and water flow in cycles through the living and non-living parts of ecosystems.
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e. Explain that the total amount of matter in the environment stays the same as its form and location change.
Explain that all matter in a system is conserved, though it may change states.

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E.3. CELLS Students describe the hierarchy of organization and function in organisms, and the similarities and differences in structure, function, and needs among and within organisms.
a. Describe the basic functions of organisms carried out within cells including the extracting of energy from food and the elimination of wastes.
Explain that cells are basic building blocks of all life, and that they must perform the same functions individually as whole organisms perform.
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b. Explain the relationship among cells, tissues, organs, and organ systems, including how tissues and organs serve the needs of cells and organisms.
Describe the human body as a system of cells, tissues, organs and organ systems that differentiate to perform specific functions.
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c.  Compare the structures, systems and interactions that allow single-celled organisms and multi-celled plants and animals, including humans, to defend themselves, acquire and use energy, self-regulate, reproduce, and coordinate movement.
 

 
 

d. Explain that all living things are composed of cells numbering from just one to millions.
Explain that all living things are made up of cells.

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E.4. HEREDITY AND REPRODUCTION
Students describe the general characteristics and mechanisms of reproduction and heredity in organisms, including humans, and ways in which organisms are affected by their genetic traits.
a. Explain that sexual reproduction includes fertilization that results in the inclusion of genetic information from each parent and determines the inherited traits that are a part of every cell.

Explain sexual reproduction in humans results in genetically unique individuals that have information from both parents.

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b. Identify some of the risks to the healthy development of an embryo including mother's diet, lifestyle and hygiene.
Describe factors necessary for proper and healthy fetal development.

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c. Describe asexual reproduction as a process by which all genetic information comes from one parent and determines the inherited traits that are a part of every cell.
 


 
E.5. EVOLUTION Students describe the evidence that evolution occurs over many generations, allowing species to acquire many of their unique characteristics or adaptations.

a. Explain how the layers of sedimentary rock and their contained fossils provide evidence for the long history of Earth and for the long history of changing life.

 


 

b. Describe how small differences between parents and offspring can lead to descendants who are very different from their ancestors.

Describe and analyze reasons for plant and animal physical and behavioral adaptations.

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c. Describe how variations in the behavior and traits of an offspring may permit some of them to survive a changing environment.

Describe and analyze reasons for plant and animal physical and behavioral adaptations.

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d. Explain that new varieties of cultivated plants and domestic animals can be developed through genetic modification and describe the impacts of the new varieties of plants and animals.

 


469 U.S. Route 1 York, Maine | Phone: 207-363-3403 | Fax: 207-363-5602 | Contact Us 

Vision
As the tides of the ocean and the strength of the mountain shape our community, the York Schools' commitment to educational excellence and individual achievement shapes the future of each student. 
Mission
The mission of York Schools is to educate, inspire and challenge all learners to be ethical citizens who will make a difference in a changing and complex world.