Standard

Objective

Indicator

Sci-ber Text page

Life Skill

I - Students will understand the structure of matter.

1: Describe the structure of matter in terms of atoms and molecules.

a. Recognize that atoms are too small to see.

How Small Is It?

Thinking & Reasoning: Knowledge Uses inquiry to ask questions and solve problems.

b. Relate atoms to molecules (e.g., atoms combine to make molecules)

Does It Matter?

Thinking & Reasoning: Skills Compares and contrasts specific abstract or concrete attributes.

c. Diagram the arrangement of particles in the physical states of matter. (i.e., solid, liquid, gas).

States of Matter

Thinking & Reasoning: Knowledge Possesses a sufficient body of knowledge to inform thinking and reasoning.

d. Describe the limitations of using models to represent atoms. (e.g., distance between particles in atoms cannot be represented to scale in models, the motion of electrons cannot be described in most models).

What's the Matter With the Model?

System Skills: Skills Articulates the components of diverse systems.

e. Investigate and report how our knowledge of the structure of matter has been developed over time.

Ask Grandpa

Communication: Skills Uses the appropriate communication strategies for a given situation.

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.

Fill It Up!

Thinking & Reasoning: Skills Recognizes situations in which a variety of conclusions can be drawn from the same information.

b. Use observations to predict the relevant density of various solids and liquids.

Don't Let Your Colors Run!

Thinking & Reasoning: Skills Recognizes situations in which a variety of conclusions can be drawn from the same information.

c. Calculate the density of various solids and liquids.

I Love Density!

Social & Civic Responsibility: Skills Demonstrates the importance of cooperation among individuals to accomplish a task.

d. Describe the relationship between mass and volume as it relates to density.

Diver Dan

Thinking & Reasoning: Skills Uses inquiry to ask questions and solve problems.

e. Design a procedure to measure mass and volume of gases.

Mass the Gas Activity

Thinking & Reasoning: Knowledge Possesses a sufficient body of knowledge to inform thinking and reasoning.

3: Investigate the motion of particles.

a. Identify evidence that particles are in constant motion.

What's Milk Got To Do With It?

Thinking & Reasoning: Knowledge Possesses a sufficient body of knowledge to inform thinking and reasoning.

b. Compare the motion of particles at various temperatures by measuring changes in the volume of gases, liquids, or solids.

Particle Motion

Thinking & Reasoning: Knowledge Possesses a sufficient body of knowledge to inform thinking and reasoning.

c. Design and conduct an experiment investigating the diffusion of particles.

Later, Gater! We're Outa Here!

Thinking & Reasoning: Knowledge Knows and understands decision making and problem solving models.

d. Formulate and test a hypothesis on the relationship between temperature and motion.

The Race is On!

Thinking & Reasoning: Skills Uses inquiry to ask questions and solve problems.

e. Describe the impact of expansion and contraction of solid materials on the design of buildings, highways, and other structures.

All Cracked Up!

Thinking & Reasoning: Skills Recognizes situations in which a variety of conclusions can be drawn from the same information.

II - Students will understand the relationship between properties of matter and Earth's structure.

1: Examine the effects of density and particle size on the behavior of materials in mixtures.

a. Compare the density of various objects to the density of known earth materials.

Sink Or Float

Thinking & Reasoning: Skills Compares and contrasts specific abstract or concrete attributes.

b. Calculate the density of earth materials (e.g., rocks, water, air).

How Dense Can You Get?

Thinking & Reasoning: Knowledge Possesses a sufficient body of knowledge to inform thinking and reasoning.

c. Observe and describe the sorting of earth materials in a mixture based on density and particle size (e.g., sorting grains of sand of the same size with different densities, sort materials of different particle size with equal densities).

Sort It Out!

Thinking & Reasoning: Skills Compares and contrasts specific abstract or concrete attributes.

d. Relate the sorting of materials that can be observed in streambeds, road cuts, or beaches to the density and particle size of those materials.

The Denser You Are, the Harder You Fall

Thinking & Reasoning: Knowledge Understands the process of accessing background knowledge when organizing information.

e. Design and conduct an experiment that provides data on the natural sorting of various earth materials.

What Was Up ... Must Come Down!

Thinking & Reasoning: Skills Uses inquiry to ask questions and solve problems.

2: Analyze how density affects Earth's structure

a. Compare the densities of Earth's atmosphere, water, crust, and interior layers.

How Do the Densities of Earth's Layers Compare?

Thinking & Reasoning: Knowledge Understands the process of accessing background knowledge when organizing information.

b. Relate density to the relative positioning of Earth's atmosphere, water, crust and interior.

How Many Licks Does it Take to Get to the Center?

Thinking & Reasoning: Knowledge Possesses a sufficient body of knowledge to inform thinking and reasoning.

c. Model the layering of Earth's atmosphere, water, crust, and interior due to density differences.

Let's Build the Earth!

Thinking & Reasoning: Knowledge Possesses a sufficient body of knowledge to inform thinking and reasoning.

d. Distinguish between models of Earth with accurate and inaccurate attributes.

What’s Wrong With It?

Thinking & Reasoning: Knowledge Understands that inquiry is characterized by a common set of values that include logical thinking, precision, open-mindedness, objectivity, skepticism, replicability of results, and honest evaluation of information.

Science Language Students Should Know And Use

 

III - Students will understand that the organs in an organism are made of cells that have structures and perform specific life functions.

1: Observe and describe cellular structures and functions.

a. Use appropriate instruments to observe, describe and compare various types of cells (e.g., onion, diatoms).

Wee Beasties

Thinking & Reasoning: Skills Uses various reading and writing strategies to organize, interpret, analyze, and comprehend information.

b. Observe and distinguish the cell wall, cell membrane, nucleus, chloroplast, and cytoplasm of cells.

X Marks the Spot!

Thinking & Reasoning: Knowledge Possesses a sufficient body of knowledge to inform thinking and reasoning.

c. Differentiate between plant and animal cells based on cell wall and cell membrane.

Is It Plant ... Or Is It Animal?

Thinking & Reasoning: Skills Compares and contrasts specific abstract or concrete attributes.

d. Model the cell processes of diffusion and osmosis and relate this motion to the motion of particles.

In and Out

Thinking & Reasoning: Skills Uses various reading and writing strategies to organize, interpret, analyze, and comprehend information.

e. Gather information to report on how the basic functions of organisms are carried out within cells (e.g., extract energy from food, remove waste, produce their own food).

We All Deficate!

Thinking & Reasoning: Skills Uses inquiry to ask questions and solve problems.

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).

Levels of Organization

System Skills: Skills Articulates the components of diverse systems.

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!

Thinking & Reasoning: Knowledge Possesses a sufficient body of knowledge to inform thinking and reasoning.

c. Relate the structure of an organ to its component parts and the larger system of which it is a part.

I'm Bigger Than You Are!

Thinking & Reasoning: Knowledge Understands the process of accessing background knowledge when organizing information.

d. Describe how the needs of organisms at the cellular level for food, air, and waste removal are met by tissues and organs (e.g. lungs provide oxygen to cells, kidneys remove wastes from cells).

How Does a Leaf Work?

Thinking & Reasoning: Skills Uses inquiry to ask questions and solve problems.

IV: Students will understand that offspring inherit traits that make them more or less suitable to survive in the environment.

1: 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?

Thinking & Reasoning: Skills Compares and contrasts specific abstract or concrete attributes.

b. Contrast the exchange of genetic information in sexual and asexual reproduction (e.g. number of parents, variation of genetic material).

Asexual or Sexual Is The Question

Thinking & Reasoning: Skills Compares and contrasts specific abstract or concrete attributes.

c. Cite examples of organisms that reproduce sexually (e.g., rats, mosquitoes, salmon, sunflowers) and those that reproduce asexually (e.g., hydra, planaria, bacteria, fungi, cuttings from house plants).

To Double, or Not To Double ... That Is The Question!

Thinking & Reasoning: Knowledge Possesses a sufficient body of knowledge to inform thinking and reasoning.

d. Compare inherited structural traits of offspring and their parents.

Are You My Daddy?

Social & Civic Responsibility: Knowledge Understands the importance of diversity.

2: Relate the adaptability of organisms in an environment to their inherited traits and structures.

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.

I Will Survive!

Thinking & Reasoning: Skills Uses inquiry to ask questions and solve problems.

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?

Thinking & Reasoning: Skills Uses various reading and writing strategies to organize, interpret, analyze, and comprehend information.

c. Cite examples of changes in genetic traits due to natural and manmade influences (e.g., mimicry in insects, plant hybridization to develop a specific trait, breeding of dairy cows to produce more milk.

Time Changes Everything!

Thinking & Reasoning: Knowledge Possesses a sufficient body of knowledge to inform thinking and reasoning.

d. Relate the structure of organs to an organism's ability to survive in a specific environment (e.g., hollow bird bones allow them to fly in air, hollow structure of hair insulates animals from hot or cold, dense root structure allows plants to grow in compact soil, fish fins aid fish in moving in water).

How Can I Survive Without You?

Thinking & Reasoning: Knowledge Possesses a sufficient body of knowledge to inform thinking and reasoning.

Science Language Students Should Know And Use.

 

V Students will understand the structure and use of classification systems.

1: Classify based on observable properties.

a. Categorize nonliving objects based on external structures (e.g., hard, soft).

Division By Two!

System Skills: Skills Articulates the components of diverse systems.

b. Compare living, once living, and nonliving things.

Yes ... But Is It Alive?

System Skills: Skills Articulates the components of diverse systems.

c. Defend the importance of observation in scientific classification.

A Tale Of Two Elephants

Thinking & Reasoning: Knowledge Recognizes situations in which a variety of conclusions can be drawn from the same information.

d. Demonstrate that there are many ways to classify things.

But ... What's The Right Way?

Thinking & Reasoning: Knowledge Recognizes situations in which a variety of conclusions can be drawn from the same information.

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).

You've Gotta Pick A Bone Or Two!

Thinking & Reasoning: Skills Compares and contrasts specific abstract or concrete attributes.

b. Develop a classification system based on observed structural characteristics.

The Key to It All!

Thinking & Reasoning: Skills Compares and contrasts specific abstract or concrete attributes.

c. Generalize rules for classification.

Does It Fit?

Thinking & Reasoning: Knowledge Possesses a sufficient body of knowledge to inform thinking and reasoning.

d. Relate the importance of classification systems to the development of science knowledge.

The CD Store

Thinking & Reasoning: Skills Compares and contrasts specific abstract or concrete attributes.

e. Recognize that classification is a tool made by science to describe perceived patterns in nature.

What is the Pattern?

Thinking & Reasoning: Skills Compares and contrasts specific abstract or concrete attributes.

3: Classify organisms using an orderly pattern based upon structure.

a. Identify types of organisms that are not classified as either plant or animal.

What You Don't Know Could Hurt You!

Thinking & Reasoning: Skills Compares and contrasts specific abstract or concrete attributes.

b. Arrange organisms according to kingdom (i.e., Plant, animal, monera, fungi, protist).

Unlocking the mysteries!

Thinking & Reasoning: Skills Compares and contrasts specific abstract or concrete attributes.

c. Use a classification key or field guide to identify organisms.

Using A Taxonomic Key

Thinking & Reasoning: Skills Compares and contrasts specific abstract or concrete attributes.

d. Report on changes in classification systems as a result of new information or technology.

How Many Kingdoms Are There?

Thinking & Reasoning: Skills Compares and contrasts specific abstract or concrete attributes.

Science Language Students Should Know And Use.

 

Review science safety rules here.

Get the plug-ins: Get Adobe Acrobat Reader , and Get Quicktime Player. (The Quicktime plug-in is needed to play sounds and movies correctly.)

Want to share photos of you or your friends doing this activity? Send it in an e-mail with the following information:

  1. The title of the activity
  2. The URL (Internet address)
  3. Your name.

Remember that no pictures can be used that show student faces or student names on it. 

Teachers should view the Teacher Site Map to relate Sci-ber text and the USOE 7th grade science core.


Updated October 24, 2008 by: Glen Westbroek

Science Home Page | Curriculum Home Page | 7th Science Core Home Page | USOE Home Page


Copyright Utah State Office of Education.