7Th Grade Science

7th Grade Science

Unit 1: Lab Safety

TEKS:

7.1A: demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards.
7.1B: practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials

Score 4.0 / In addition to Score 3.0, in-depth inferences and applications go beyond what was taught.
The student will:

create an original scenario showing the importance of following proper laboratory procedures.

Score 3.0 / The student will:

observe and practice safe laboratory procedures in a laboratory setting.
Ex: conservation of resources, disposal, and cleanup of materials.
make connections between safety symbols and rules.

The student exhibits no major errors or omissions.
2.5 / No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content.
Score 2.0 / There are no major errors or omissions regarding the simpler details and processes as the student:

recognizes or recalls specific terminology, such as:
lab safety symbols.
lab safety rules.
identify examples of safe and unsafe practices.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
1.5 / Partial knowledge of the 2.0 content, but major errors or omissions regarding the 3.0 content.
Score 1.0 / With help, partial understanding of the simpler details and processes and some of the more complex ideas and processes.

7th Grade Science

Unit 1: Metric System

TEKS:

7.2C: collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers.

Score 4.0 / In addition to Score 3.0, in-depth inferences and applications go beyond what was taught.
The student will:

create an original scenario or practical application where it is necessary to convert between units or use multiple types of units to solve a problem.

Score 3.0 / The student will:

accurately measure and record using International System of Units (SI)
use metric prefixes to convert numbers with the three base units
ex: kilometers to centimeters, grams to decigrams, liters to milliliters
create data tables and graphs to express data gathered in experiments

The student exhibits no major errors or omissions.
2.5 / No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content.
Score 2.0 / There are no major errors or omissions regarding the simpler details and processes as the student:

recognizes or recalls specific terminology, such as:
metric units
performs basic processes, such as:
measuring materials with a variety of tools (beaker, graduated cylinder, etc.)

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
1.5 / Partial knowledge of the 2.0 content, but major errors or omissions regarding the 3.0 content.
Score 1.0 / With help, partial understanding of the simpler details and processes and some of the more complex ideas and processes.

7th Grade Science

Unit 1: Scientific Method

TEKS:

7.2A: plan and implement comparative and descriptive investigations by making observations, asking well‐defined questions, and using appropriate equipment and technology
7.2B: design and implement experimental investigations by making observations, asking well‐defined questions, formulating testable hypotheses, and using appropriate equipment and technology
7.2E: analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends

Score 4.0 / In addition to Score 3.0, in-depth inferences and applications go beyond what was taught.
For example, the student will:

predict future outcomes supported by data and conclusions

Score 3.0 / The student will:

plan and implement investigations by making observations, asking well‐defined questions, and using appropriate equipment and technology.
design and implement an original experiment using the steps of the scientific method using appropriate equipment and technology
analyze data, communicate valid conclusions supported by the data, and identify trends

The student exhibits no major errors or omissions.
2.5 / No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content.
Score 2.0 / There are no major errors or omissions regarding the simpler details and processes as the student:

Recognizes or recalls specific terminology, such as:
observation, problem, research, hypothesis, experimental design, data analysis, conclusion, quantitative, qualitative, variable, independent variable, dependent variable, control group, experimental/treatment group
Performs basic processes, such as:
follow experimental procedures
record and organize data (tables and graphs)

7th Grade Science

Unit 2: Microscopes, Cells and Diffusion

TEKS:

7.12D: differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole
7.12F: recognize that according to cell theory all organisms are composed of cells and cells carry on similar functions such as extracting energy from food to sustain life

Score 4.0 / In addition to Score 3.0, in-depth inferences and applications go beyond what was taught.
The student will:

create a real life analogy that connects functions of organelles to a non-cell example

Score 3.0 / The student will:

compare and contrast between structures and functions of all cell organelles
explain how diffusion and osmosis allow cells to survive and maintain equilibrium

recognizes or recalls specific terminology, such as:
all cell organelles and their functions
three components of the Cell Theory
diffusion, osmosis, and equilibrium
prokaryotic and eukaryotic
know the similarities and differences between plant and animal cells
identify parts of a microscope and their functions, as well as calculating magnification

7th Grade Science

Unit 3: DNA, Cell Reproduction and Genetics

TEKS:

7.14B: compare the results of uniform or diverse offspring from sexual reproduction or asexual reproduction
7.14C: recognize that inherited traits of individuals are governed in the genetic material found in the genes within chromosomes in the nucleus

Score 4.0 / In addition to Score 3.0, in-depth inferences and applications go beyond what was taught.
The student will:

diagram how sexual and asexual reproduction work together to create and maintain life on Earth
predict possible future offspring without complete parental information
build on their knowledge of DNA and linked traits to discuss genetic diseases and/or sex-linked traits

Score 3.0 / The student will:

compare the results of uniform or diverse offspring from sexual reproduction or asexual reproduction
compare and contrast the advantages and disadvantages of sexual and asexual reproduction
recognize that inherited traits of individuals are governed in the genetic material found in the genes within chromosomes in the nucleus
explain the relationship between genes and alleles
explain the relationship between genotype and phenotype
illustrate the differences between chromosomes and chromatin
create and complete a punnett square to accurately predict offspring outcomes

recognizes or recalls specific terminology, such as:
DNA, chromosomes, chromatin, double helix, base pairs, gene, allele, genotype, phenotype, punnett square, inherited, trait, dominant, recessive, heterozygous, homozygous, reproduction, sexual, asexual
performs basic processes, such as:
completing a punnett square
draw and label a DNA molecule with properly sequenced nitrogen base pairs

7th Grade Science

Unit 4: Human Body Systems

TEKS:

7.12B: identify the main functions of the systems of the human organism, including the circulatory, respiratory, skeletal, muscular, digestive, excretory, reproductive, integumentary, nervous, and endocrine systems
7.4A: use appropriate tools to collect, record, and analyze information, including life science models, hand lens, stereoscopes, microscopes, beakers, Petri dishes, microscope slides, graduated cylinders, test tubes, meter sticks, metric rulers, metric tape measures, timing devices, hot plates, balances, thermometers, calculators, water test kits, computers, temperature and pH probes, collecting nets, insect traps, globes, digital cameras, journals/notebooks and other equipment as needed to teach the curriculum

Score 4.0 / In addition to Score 3.0, in-depth inferences and applications go beyond what was taught.
The student will:

relate structure and function of systems or parts of systems to situations (i.e. what body systems are affected by a certain disease)

Score 3.0 / The student will:

identify the main functions of the systems of the human organism
including the pathways for each system (i.e. what happens at each of the 7 stops of the digestive system)
explain how systems work together to perform complex tasks (i.e. skeletal and muscular systems work together to move the body)
use appropriate tools to collect, record, and analyze information

recognizes or recalls specific terminology (including organs), related to the following body systems:
skeletal, muscular, digestive, excretory, circulatory, respiratory, nervous, integumentary, endocrine, reproductive

7th Grade Science

Unit 5: Chemistry

TEKS:

7.6B: distinguish between physical and chemical changes in matter in the digestive system
7.6A: identify that organic compounds contain carbon and other elements such as hydrogen, oxygen, phosphorus, nitrogen, or sulfur
7.6C: recognize how large molecules are broken down into smaller molecules such as carbohydrates can be broken down into sugars

Score 4.0 / In addition to Score 3.0, in-depth inferences and applications go beyond what was taught.
The student will:

show an understanding of unique relationships and characteristics of various elements on periodic table
explain how atomic structure affects the identity and properties of matter

Score 3.0 / The student will:

balance chemical equations
distinguish between chemical and physical changes
differentiate between compounds, molecules and elements based on chemical formulas
differentiate between organic and inorganic molecules
determine parts of an atom based on location in an atom and atomic properties
know the characteristics of acids and bases, and their relationship with one another

recognizes or recalls specific terminology, such as:
physical changes, chemical changes, physical properties, chemical properties, molecule, compound, element, matter, energy, acids, bases, pH, pH scale, organic compound, protein, carbohydrates, lipids, nucleic acids, reactants, products, law of conservation of mass, protons, neutrons, electrons, valence electrons

7th Grade Science

Unit 6: Ecology I

TEKS:

7.10A: observe and describe how different environments, including microhabitats in schoolyards and biomes, support different varieties of organisms
7.11B: explain variation within a population or species by comparing external features, behaviors, or physiology of organisms that enhance their survival such as migration
8.11A: describe producer/consumer, predator/prey, and parasite/host relationships as they occur in food webs within marine, freshwater, and terrestrial ecosystems

Score 4.0 / In addition to Score 3.0, in-depth inferences and applications go beyond what was taught.
The student will:

explain how long term environmental changes would affect organism’s genetic traits in future populations
explain the benefit of enforcing restrictions (i.e. hunting/fishing license) on populations within an ecosystem

Score 3.0 / The student will:

explain the difference between an ecosystem and a biome
compare and contrast the various biomes and their characteristics
describe the differences between the types of interactions that exist between an ecosystem
explain the differences between symbiotic relationships; mutualism, commensalism and parasitism
describe how the 5 basic needs influences behavioral and structural adaptations

recognizes or recalls specific terminology, such as:
biomes, ecology, organism, ecosystem, population , community, habitat, niche, producer, consumer, biotic, abiotic, limiting factor,competition, resource, predation, predator, prey, symbiosis, mutualism, commensalism, parasitism, 5 basic needs, adaptation, structural adaptation, behavioral adaptation, camouflage, mimicry, instinct, migration, hibernation, learned behavior, natural selection, selective breeding

7th Grade Science

Unit: Ecology II

TEKS:

7.5A: recognize that radiant energy from the Sun is transformed into chemical energy through the process of photosynthesis
7.5C: diagram the flow of energy through living systems, including food chains, food webs, and energy pyramids
7.11A: examine organisms or their structures such as insects or leaves and use dichotomous keys for identification

Score 4.0 / In addition to Score 3.0, in-depth inferences and applications go beyond what was taught.
The student will:

Predict and explain how the addition or removal of an organism may affect the ecosystem as a whole

Score 3.0 / The student will:

Diagram the levels of organization within an ecosystem from producers to tertiary consumers
Create an original food chain/web and explain how organisms are interdependent within an ecosystem
Demonstrate and explain the cycling of matter (biomagnification) within living systems and the flow of energy within an ecosystem (10% rule)
Use a dichotomous key to identify an organism

recognizes or recalls specific terminology, such as:
photosynthesis, including knowing the chemical equation, and that the sun is the primary source of energy in an ecosystem
potential energy, kinetic energy, food chains, food web, energy pyramid, 10% rule, joule, aquatic, terrestrial, trophic level, producer, consumer, primary consumer, secondary consumer, tertiary consumer, top predator, biomagnification, toxin, equilibrium, stimulus, response, internal stimulus, external stimulus, phototropism, geotropism, turgor pressure, dichotomous key
performs basic processes, such as:
Identify the trophic levels of a food chain

7th Grade Science

Unit 7: Environmental Science

TEKS:

7.8C: model the effects of human activity on groundwater and surface water in a watershed
7.10C: observe, record, and describe the role of ecological succession such as in a microhabitat of a garden with weeds
8.11C: explore how short- and long-term environmental changes affect organisms and traits in subsequent populations

Score 4.0 / In addition to Score 3.0, in-depth inferences and applications go beyond what was taught.
The student will:

investigate how various environmental factors impact the health of a watershed and develop solutions to improve conditions
predict how climate change will affect a watershed and a community’s dependence on it
predict the result of watersheds with different soil compositions

Score 3.0 / The student will:

compare and contrast the stages of primary and secondary succession
describe the advantages and disadvantages of renewable and nonrenewable resources
hypothesize and model the effects of human activity on groundwater and surface water in a watershed

recognizes or recalls specific terminology, such as:
succession, pioneer species, primary succession, secondary succession, biodiversity, carrying capacity, climax community, eutrophication, water cycle, watershed, runoff, groundwater, surface water, aquifer, water table, nonrenewable resources, renewable resources, anthropogenic, overpopulation, urbanization, habitat destruction, overuse of natural resources and pollution

7th Grade Science