Correllating 7th Grade Sci-ber Text to the 2004 Core

Correlating Sci-ber Text to the 2004 Core
Standard	Objective	Indicator	Web Page(s)
I - Students will understand the structure of matter.	1: Recognize that all matter is composed of atoms.	a. Recognize that atoms are too small to see.	What Color Is It?
		b. Relate atoms to molecules (e.g., atoms combine to make molecules)	Does It Matter???
		c. Diagram the arrangement of particles in the physical states of matter.	States of Matter
		d. Investigate and report how our knowledge of the structure of matter has been developed over time.	Ask Grandpa
	2: Accurately measure the characteristics of matter in different states.	a. Use appropriate instruments to determine mass and volume of solids and liquids and record data.	Matter Makeup Mass and Volume Mass Lab Volume Lab
		b. Calculate the density of various solids and liquids.	Discovering Densities Activity
		c. Design a procedure to measure mass and volume of gases.	Mass the Gas Activity
	3: Investigate the motion of particles.	a. Identify that particles are in constant motion.	Motion of Matter Particle Motion Activities
		b. Compare the motion of particles at various temperatures by measuring changes in the volume of gases, liquids, or solids.	Particle Motion
		c. Design and conduct an experiment investigating the diffusion of particles.	Move 'Em Out! Diffusion From a Balloon!
	Science language students should use:		Say what you mean
II - Students will understand the relationship between density and Earth’s structure.	1: Examine the effects of density on the behavior of materials in mixtures.	a. Compare the density of various objects to the density of a known material.	Diver Dan Help I'm Drowning!
		b. Calculate the density of Earth materials	Hot Air Balloons
		c. Observe and describe the sorting of materials in a mixture due to density.	King of the Mountain Red Hot Dazzler! I'm Melting I'm melting - student lab page
	2: Describe how density affects Earth's structure	a. Contrast the densities of Earth's atmosphere, water, crust, and interior.	Help I'm Drowning How Many Helium Balloons would it take to lift you?
		b. Relate density to the relative positioning of Earth’s atmosphere, water, crust and interior.	How Many licks Earth's Crust information Earth's Mantle information Earth's Core information
		c. Illustrate the layering of Earth's atmosphere, water, crust, and interior due to density differences.	Let's build the Earth
		d. Model the sorting of naturally occurring materials. e. Relate the sorting of materials in streambeds, road cuts or beaches to the density of those materials.	What was up must come down.
	Science language students should use:		Say what you mean
III - Students will understand the structure of cells and organisms.	1: Observe and describe cellular structures and functions.	a. Use appropriate instruments to observe, describe and compare various types of cells (e.g., plant, hair).	Wee Beasties
		b. Identify the cell wall, cell membrane, nucleus, chloroplast, and cytoplasm of cells.	X Marks the Spot
		c. Differentiate between plant and animal cells based on cell wall and cell membrane.	Is it Plant or is it Animal?
		d. Model the cell processes of diffusion and osmosis.	Honey I shrunk the carrots! Egg as a Cell Something Reeks in here!
		e. Describe that many of the basic functions of organisms are carried out within cells (e.g., extract energy from food, remove waste).	We all deficate Waiter, there are bubbles in my bread!
	2: Identify and describe the function and inter-dependence of various organs and tissues.	a. Order the levels of organization from simple to complex (e.g., cell, tissue, organ, system, organism).	I need you!
		b. Match a particular structure to the appropriate level (e.g. heart to organ, cactus to organism, muscle to tissue).	I know it and I'll prove it!
		c. Explain how each level of organization is composed of simpler levels.	I'm bigger than you are!
		d. Describe how the cellular needs of organisms for food, air, and waste removal are met by tissues and organs (e.g. lungs provide oxygen to cells, kidneys remove wastes from cells).	Cell Transport How does a Leaf work?
	3: Compare how sexual and asexual reproduction passes genetic information from parent to offspring.	a. Distinguish between inherited and acquired traits.	Hey where did you get that from?
		b. Contrast the exchange of genetic information in sexual and asexual reproduction (e.g. number of parents, variation of genetic material).	Sexual or Asexual ... that is the question. Sexual or Asexual ... student page
		c. Cite examples of organisms that reproduce sexually (e.g., rats, mosquitoes, salmon, sunflowers) and those that reproduce asexually (e.g., hydra, planaria, bacteria).	To double or not to double...that is the question! To double or not to double... answer page
		d. Compare inherited structural traits of offspring and their parents.	Are you my daddy?
	4: Organisms that are best adapted to an environment survive to reproduce and their offspring populate that environment.	a. Predict why certain traits (e.g., structure of teeth, body structure, coloration) are more likely to offer an advantage for survival of an organism.	Survival of the Dottest I'm Hungry I'm Hungry - data page
		b. Cite examples of traits that provide an advantage for survival in one environment but not other environments.	I feel sick and you don't?
		c. Cite examples of changes in genetic traits due to natural and man-made influences.	Not your normal fish story! Not your normal fish story! ... student page It's a Hard Life
	Science language students should use:		Say what you mean
IV Students will understand the structure and use of classification systems.	1: Classify things based on observable properties.	a. Categorize non-living objects based on external structures.	Do you see what I see? The guessing Game Let's get organized!
		b. Compare living, dead, and non-living things.	Characteristics of living things Mystery movie Living, Dead, or non-living quiz One of these things is not like the other!
		c. Defend the importance of observation and classification in aiding scientific understanding.	It's all in the name
	2: Use and develop a simple classification system.	a. Using a provided classification scheme, classify things (e.g., shells, leaves, rocks, bones, fossils, weather, clouds, stars, planets).	Out of this world
	2: Use and develop a simple classification system.	b. Develop a classification system based on observed characteristics.	Shoe Classification That's Classified
	3: Recognize that classification is the process of using orderly patterns to identify organisms.	a. Identify organisms that cannot be classified as either plant or animal.	Introducing the 5 Kingdoms Look a little closer!
		b. Arrange organisms according to kingdom (i.e., Plant, animal, monera, fungi, protist).	Unlocking the mysteries! I'm different than you are! I'm different than you are! answer key
		c. Use a classification key to identify organisms.	Using a Taxonomic Key Can't see the forest for the trees
	Science language students should use:		Say what you mean
Download Sci-ber Text in Adobe Acrobat Format Visit the Utah State 7th Grade Integrated Science Core Curriculum Page. Updated August 27, 2001 by: Glen Westbroek Science Home Page \| Curriculum Home Page \| Core Home Page \| USOE Home Page Copyright © Utah State Office of Education.