7th Grade
7th Grade
Embedded Files
Science
Science
Introduction
Introduction
(1) Grade 7 science is interdisciplinary in nature; however, much of the content focus is on organisms and the environment. National standards in science are organized as multi-grade blocks such as Grades 5-8 rather than individual grade levels. In order to follow the grade level format used in Texas, the various national standards are found among Grades 6, 7, and 8. Recurring themes are pervasive in sciences, mathematics, and technology. These ideas transcend disciplinary boundaries and include change and constancy, patterns, cycles, systems, models, and scale.
The strands for Grade 7 include the following.
(A) Scientific investigation and reasoning.
(i) To develop a rich knowledge of science and the natural world, students must become familiar with different modes of scientific inquiry, rules of evidence, ways of formulating questions, ways of proposing explanations, and the diverse ways scientists study the natural world and propose explanations based on evidence derived from their work.
(ii) Scientific investigations are conducted for different reasons. All investigations require a research question, careful observations, data gathering, and analysis of the data to identify the patterns that will explain the findings. Descriptive investigations are used to explore new phenomena such as conducting surveys of organisms or measuring the abiotic components in a given habitat. Descriptive statistics include frequency, range, mean, median, and mode. A hypothesis is not required in a descriptive investigation. On the other hand, when conditions can be controlled in order to focus on a single variable, experimental research design is used to determine causation. Students should experience both types of investigations and understand that different scientific research questions require different research designs.
(iii) Scientific investigations are used to learn about the natural world. Students should understand that certain types of questions can be answered by investigations, and the methods, models, and conclusions built from these investigations change as new observations are made. Models of objects and events are tools for understanding the natural world and can show how systems work. Models have limitations and based on new discoveries are constantly being modified to more closely reflect the natural world.
(B) Matter and energy. Matter and energy are conserved throughout living systems. Radiant energy from the Sun drives much of the flow of energy throughout living systems due to the process of photosynthesis in organisms described as producers. Most consumers then depend on producers to meet their energy needs. Subsequent grade levels will learn about the differences at the molecular and atomic level.
(C) Force, motion, and energy. Force, motion, and energy are observed in living systems and the environment in several ways. Interactions between muscular and skeletal systems allow the body to apply forces and transform energy both internally and externally. Force and motion can also describe the direction and growth of seedlings, turgor pressure, and geotropism. Catastrophic events of weather systems such as hurricanes, floods, and tornadoes can shape and restructure the environment through the force and motion evident in them. Weathering, erosion, and deposition occur in environments due to the forces of gravity, wind, ice, and water.
(D) Earth and space. Earth and space phenomena can be observed in a variety of settings. Both natural events and human activities can impact Earth systems. There are characteristics of Earth and relationships to objects in our solar system that allow life to exist.
(E) Organisms and environments.
(i) Students will understand the relationship between living organisms and their environment. Different environments support different living organisms that are adapted to that region of Earth. Organisms are living systems that maintain a steady state with that environment and whose balance may be disrupted by internal and external stimuli. External stimuli include human activity or the environment. Successful organisms can reestablish a balance through different processes such as a feedback mechanism. Ecological succession can be seen on a broad or small scale.
(ii) Students learn that all organisms obtain energy, get rid of wastes, grow, and reproduce. During both sexual and asexual reproduction, traits are passed onto the next generation. These traits are contained in genetic material that is found on genes within a chromosome from the parent. Changes in traits sometimes occur in a population over many generations. One of the ways a change can occur is through the process of natural selection. Students extend their understanding of structures in living systems from a previous focus on external structures to an understanding of internal structures and functions within living things.
(iii) All living organisms are made up of smaller units called cells. All cells use energy, get rid of wastes, and contain genetic material. Students will compare plant and animal cells and understand the internal structures within them that allow them to obtain energy, get rid of wastes, grow, and reproduce in different ways. Cells can organize into tissues, tissues into organs, and organs into organ systems. Students will learn the major functions of human body systems such as the ability of the integumentary system to protect against infection, injury, and ultraviolet (UV) radiation; regulate body temperature; and remove waste.
(2) Science, as defined by the National Academy of Sciences, is the "use of evidence to construct testable explanations and predictions of natural phenomena, as well as the knowledge generated through this process." This vast body of changing and increasing knowledge is described by physical, mathematical, and conceptual models. Students should know that some questions are outside the realm of science because they deal with phenomena that are not scientifically testable.
(3) Scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power that have been tested over a wide variety of conditions become theories. Scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Students should know that scientific theories, unlike hypotheses, are well established and highly reliable, but they may still be subject to change as new information and technologies are developed. Students should be able to distinguish between scientific decision-making methods and ethical/social decisions that involve the application of scientific information.
Unit 00: Introduction: Processes for Scientific Investigations
Unit 00: Introduction: Processes for Scientific Investigations
(1 class for the entire unit)
(1 class for the entire unit)
Students demonstrate safe practices as described in the Texas Education Agency-approved safety standards. Please refer to the TEKS Resource System Resource “Science Notebooking: A Reflective Tool for Assessing Student Understanding” (Secondary) for more information. Consider having students use scientific practices to engage in a short descriptive investigation regarding safety to begin working and thinking like a scientist and to give a purpose to begin using the science notebook.
The introduction unit is an opportunity to introduce the course through the lens of the Overarching Understandings (big ideas). Throughout the school year, students need to continually look at instances of natural phenomena through the big ideas of systems, classifications, properties, patterns, models, constancy, and change. These terms are included in Key Content Vocabulary, and students should be questioned throughout each unit for instances of these big ideas. Additionally, students need to be continually aware of the processes involved in their “doing” of science.
The scientific processes are very similar throughout every science course, beginning in Kindergarten. Students may need some direct instruction on the purpose and properties of scientific processes; however, it is intended for students to develop a deep understanding of the scientific processes by using them in the context of the content of this course, throughout every unit of this course. There are no Performance Assessments or assessment items associated with the introduction.
TEKS in this unit: 7.1A, 7.1B, 7.2A, 7.2B, 7.2C, 7.2D, 7.2E, 7.3A, 7.3B, 7.3C, 7.3D, 7.4A, 7.4B
Unit 01: Investigating Cell Structures and Functions
Unit 01: Investigating Cell Structures and Functions
(24 classes for the entire unit)
(24 classes for the entire unit)
Students differentiate between structure and function in animal and plant cell organelles and compare levels of organization in living organisms. Students further develop the concept that all living things are composed of cells and cells carry on similar functions. Additionally, students communicate and discuss their observations and record and organize data in their notebooks. Furthermore, students analyze and interpret information to construct reasonable explanations based on evidence from their investigations and communicate valid conclusions (supported by collected data). Students continue to demonstrate safe practices as outlined in the Texas Education Agency-approved safety standards and consider environmentally appropriate and ethical practices with resources during investigations.
TEKS in this unit: 7.1A, 7.1B, 7.2A, 7.2C, 7.2E, 7.3A, 7.3B, 7.3C, 7.3D, 7.4A, 7.4B, 7.12C, 7.12D, 7.12F
Unit 02: Investigating Body Systems and Homeostasis
Unit 02: Investigating Body Systems and Homeostasis
(22 classes for the entire unit)
(22 classes for the entire unit)
Students study human body systems for the first time, including the circulatory, respiratory, skeletal, muscular, digestive, excretory, reproductive, integumentary, nervous, and endocrine systems. They identify the main functions of the systems of the human organism. They apply their knowledge of the levels of organization in animals, including cells, tissues, organs, organ systems, and organisms. Students understand that a combination of parts can perform functions that the single parts cannot perform alone. They apply their knowledge from the previous unit to compare the functions of a cell to the functions of organisms. Students use scientific practices and tools to investigate how organisms respond to external stimuli found in the environment, such as fight or flight. Additionally, students describe and relate responses in organisms that may result from internal stimuli, such as fever or vomiting in animals, that allow them to maintain balance. Furthermore, students learn that forces from muscle actions cause motion, such as circulation of blood, movement of bones, the movement of food through the digestive system, and inhalation / exhalation. Finally, they distinguish between the physical and chemical changes in matter within the digestive system. Additionally, students communicate and discuss their observations and record and organize data in their notebooks. Students continue to demonstrate safe practices as outlined in the Texas Education Agency-approved safety standards and consider environmentally appropriate and ethical practices with resources during investigations.
TEKS in this unit: 7.1A, 7.2A, 7.2B, 7.2C, 7.2D, 7.2E, 7.3A, 7.3B, 7.3C, 7.4A, 7.4B, 7.6A, 7.7B, 7.12B, 7.12C, 7.12E, 7.13A, 7.13B
Unit 03: Investigating Plant Systems and Homeostasis
Unit 03: Investigating Plant Systems and Homeostasis
(13 classes for the entire unit)
(13 classes for the entire unit)
Students use scientific practices and tools to investigate how organisms respond to external stimuli found in the environment such as phototropism. From previous units, students apply their knowledge of plant cells’ structures and functions, homeostasis, and organisms’ responses to internal stimuli to plant systems in order to describe and relate responses in organisms that may result from internal stimuli such as wilting in plants that allow them to maintain balance. Additionally, students apply their prior knowledge of how forces affect organisms to the context of plant systems by demonstrating that forces affect motion in everyday life such as the emergence of seedlings, turgor pressure, and geotropism. Additionally, students communicate and discuss their observations, and record and organize data in their notebooks. Students continue to demonstrate safe practices as outlined in Texas Education Agency-approved safety standards, and consider environmentally appropriate and ethical practices with resources during investigations.
TEKS in this unit: 7.1A, 7.2A, 7.2B, 7.2C, 7.2D, 7.2E, 7.3A, 7.4A, 7.4B, 7.7B, 7.12C, 7.13A, 7.13B
Unit 04: Investigating Genetics
Unit 04: Investigating Genetics
(10 classes for the entire unit)
(10 classes for the entire unit)
Students continue to develop their understanding that traits may be physical (e.g., hair color) or behavioral (e.g., birds nesting). They define heredity as the passage of genetic instructions from one generation to the next generation. Students use scientific practices and tools to investigate and compare the results of uniform or diverse offspring from sexual or asexual reproduction. Additionally, students recognize that inherited traits of individuals are governed in the genetic material found in the genes within chromosomes in the nucleus. Furthermore, students relate the impact of research on scientific thought and society, including the history of science and contributions of relevant scientists. Additionally, students communicate and discuss their observations and record and organize data in their notebooks. Students continue to demonstrate safe practices as outlined in Texas Education Agency-approved safety standards and consider environmentally appropriate and ethical practices with resources during investigations .
TEKS in this unit: 7.2A, 7.2C, 7.2E, 7.3A, 7.3D, 7.4A, 7.12C, 7.14A, 7.14B, 7.14C
Unit 05: Investigating Adaptations in Plants and Animals
Unit 05: Investigating Adaptations in Plants and Animals
(18 classes for the entire unit)
(18 classes for the entire unit)
Students use scientific practices and tools to investigate and explain how internal structures of organisms have adaptations that allow specific functions to occur. They explain variation within a population or species by comparing external features, behaviors, or physiology of organisms that enhance their survival. Students also identify changes in genetic traits that have occurred over several generations through natural selection and selective breeding. Moreover, students examine organisms or their structures and use dichotomous keys for identification. They also continue to identify levels of organization in the context of this unit. Additionally, students communicate and discuss their observations and record and organize data in their notebooks. Students continue to demonstrate safe practices as outlined in the Texas Education Agency-approved safety standards and consider environmentally appropriate and ethical practices with resources during investigations.
TEKS in this unit: 7.1A, 7.1B, 7.2A, 7.2C, 7.2E, 7.3A, 7.3B, 7.3C, 7.3D, 7.4A, 7.4B, 7.11A, 7.11B, 7.11C, 7.12A, 7.12C
Unit 06: Investigating Flow of Energy
Unit 06: Investigating Flow of Energy
(15 classes for the entire unit)
(15 classes for the entire unit)
Students use scientific practices and tools to investigate how radiant energy from the Sun is transformed into chemical energy through the process of photosynthesis. They diagram the flow of energy through living systems in food chains, food webs, and energy pyramids. Students also illustrate the transformation of energy within an organism, such as the transfer from chemical energy to thermal energy. They continue to identify levels of organization in the context of this unit. Additionally, students communicate and discuss their observations and record and organize data in their notebooks. Students continue to demonstrate safe practices as outlined in the Texas Education Agency-approved safety standards and consider environmentally appropriate and ethical practices with resources during investigations.
TEKS in this unit: 7.2A, 7.2C, 7.2E, 7.3A, 7.3B, 7.3C, 7.4A, 7.5A, 7.5B, 7.7A, 7.12C
Unit 07: Investigating Organisms and Their Environments
Unit 07: Investigating Organisms and Their Environments
(17 classes for the entire unit)
(17 classes for the entire unit)
Students use scientific practices and tools to investigate and describe how biodiversity contributes to the sustainability of an ecosystem, including how changes to the ecosystem can increase or decrease biodiversity. They observe and describe how different environments, including microhabitats in schoolyards and biomes, support different varieties of organisms. Students also observe, record, and describe the role of ecological succession. Additionally, students communicate and discuss their observations and record and organize data in their notebooks. Students continue to demonstrate safe practices as outlined in the Texas Education Agency-approved safety standards and consider environmentally appropriate and ethical practices with resources during investigations.
TEKS in this unit: 7.1A, 7.1B, 7.2A, 7.2C, 7.2E, 7.3A, 7.3B, 7.3C, 7.4A, 7.4B, 7.10A, 7.10B, 7.10C
Unit 08: Investigating Factors Affecting Earth Systems
Unit 08: Investigating Factors Affecting Earth Systems
(15 classes for the entire unit)
(15 classes for the entire unit)
Students use scientific practices and a variety of tools to investigate and analyze the effects of weathering, erosion, and deposition on the environment in eco-regions of Texas. They also predict and describe how catastrophic events such as floods, hurricanes, or tornadoes impact ecosystems. Students model the effects of human activity on groundwater and surface water in a watershed. They identify changes as physical or chemical. Additionally, students communicate and discuss their observations and record and organize data in their notebooks. Furthermore, students analyze and interpret information to construct reasonable explanations based on evidence from their investigations and communicate valid conclusions (supported by collected data). Students continue to demonstrate safe practices as outlined in Texas Education Agency-approved safety standards and consider environmentally appropriate and ethical practices with resources during investigations.
TEKS in this unit: 7.1A, 7.1B, 7.2A, 7.2C, 7.2E, 7.3A, 7.3B, 7.3C, 7.4A, 7.4B, 7.6A, 7.8A, 7.8B, 7.8C
Unit 09: Investigating Characteristics of the Solar System
Unit 09: Investigating Characteristics of the Solar System
(10 classes for the entire unit)
(10 classes for the entire unit)
Students use scientific practices and a variety of tools to investigate and analyze the characteristics of the objects in our solar system that allow life to exist such as the proximity of the Sun, presence of water, and composition of the atmosphere. They also consider the characteristics of our solar system in order to identify accommodations that enabled manned space exploration. Additionally, students communicate and discuss their observations and record and organize data in their notebooks. Furthermore, students analyze and interpret information to construct reasonable explanations based on evidence from their investigations and communicate valid conclusions (supported by collected data). Students continue to demonstrate safe practices as outlined in Texas Education Agency-approved safety standards and consider environmentally appropriate and ethical practices with resources during investigations.
TEKS in this unit: 7.2A, 7.2C, 7.2E, 7.3A, 7.3D, 7.4A, 7.9A, 7.9B
Texas Essesntial Knowledge & Skills (TEKS)
Texas Essesntial Knowledge & Skills (TEKS)
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