7th Grade Science Curriculum Overview

The New Jersey State School Board of Education has adopted the Next Generation Science Standards (NGSS) as the New Jersey Student Learning Standards to guide how science is presented to 21st Century Learners. Implementation of these standards began about five years ago. We have developed lessons, aligned tyo the standards that are geared toward our new set of standards. This allows students to connect the three important dimensions of science education: 1) Science and Engineering Practices, 2) Cross-Cutting Concepts, and 3) Disciplinary Core Ideas.

The Disciplinary Core Ideas and the Performance Expectations are listed for each our our new units, as you scroll down. Performance Expectations were designed to allow students to show knowledge of the DCI, as they also demonstrate awareness of the Cross Cutting Concepts across the topics they study, and utilize Practices that are inherent to the study of science. These include:

Science and Engineering Practices:

• • • • Asking Questions and Defining Problems

      • Developing and Using Models

      • Planning and Carrying Out Investigations

      • Analyzing and Interpreting Data

      • Using Mathematical and Computational Thinking

      • Constructing Explanations and Designing Solutions

      • Engaging in Argument from Evidence

      • Obtaining, Evaluating, and Communicating Information 

Cross Cutting Concepts:

• • • • Patterns

      • Cause and Effect

      • Scale, Proportion, and Quantity

      • Systems and System Models

      • Energy and Matter

      • Structure and Function

      • Stability and Change 

For more information regarding the Next Generation Science Standards, visit the NGSS Homepage or the The New Jersey Department of Education's Science Homepage. 

OpenSciEd Learning Progression Model

UNIT SUMMARY/RATIONALE:

Seventh-grade chemistry lays the groundwork for a vast amount of future science learning. A solid understanding of chemical reactions at the atomic level is not only crucial for grasping concepts in physical, life, Earth, and space science, but it also sparks a deep curiosity about the world around us. By this age, students are ready to engage with the abstract nature of interactions between atoms and molecules, entities far too small to see with the naked eye.

To ignite this curiosity and connect abstract concepts to tangible experiences, the unit begins with a relatable phenomenon: observing and analyzing a bath bomb as it fizzes and dissolves in water. Students' observations and questions about this process drive their learning, leading them to investigate a series of related phenomena. Through this iterative process, students develop and refine their models of what occurs during chemical reactions.

By the unit's conclusion, students will be able to:

• Model simple molecules effectively.

• Identify key indicators that signal a chemical reaction has taken place.

• Apply their knowledge of chemical reactions to demonstrate how mass is conserved as atoms rearrange.

UNIT SUMMARY/RATIONALE:

In this unit, students explore how chemical reactions can be used to generate heat, anchored in the real-world context of flameless heaters used in Meals, Ready-to-Eat (MREs) after Superstorm Sandy. The challenge—designing a homemade flameless heater for situations where traditional heating methods aren't available—motivates students to investigate chemical processes and energy transfer.

Students begin by observing MRE heaters in action and developing initial models to explain how they work. They identify limitations of current designs and use these to define criteria and constraints for their own heater prototypes. Through hands-on investigations, students gather data on chemical reactions, test their designs, and improve them based on evidence and peer feedback.

This unit blends scientific inquiry with engineering design, allowing students to apply core concepts of chemical reactions and thermal energy in an authentic, problem-based context. By iterating on their designs, students deepen their understanding of how science can solve real-world problems.

By the unit's conclusion, students will be able to:

• analyze data to determine patterns in the relationship between the total amount of food they can heat and the amount of energy that is transferred from the chemical reaction to the food system;

• undertake a design project to construct and test a solution that meets specific design criteria and constraints, including the transfer of energy;

• respectfully provide and receive critiques about design solutions with respect to how they meet criteria and constraints, and consider patterns across multiple designs to determine which design characteristics cause more effective outcomes in performance; and 

• optimize performance of a design that transfers energy through a system by prioritizing criteria, making trade-offs, testing, revising, and re-testing. 

UNIT SUMMARY/RATIONALE:

This curriculum unit on metabolic reactions in the human body is designed to engage students by grounding complex biological processes in a compelling, real-world scenario. Instead of presenting abstract concepts, we begin with the case of a hypothetical patient, a middle-school girl experiencing a range of alarming symptoms: inability to concentrate, headaches, stomach issues, lack of energy, and unexplained weight loss. This problem-based learning approach immediately sparks student curiosity, prompting them to ask critical questions about the underlying biological mechanisms that could be causing a hypothetical patient's distress.

By focusing on a hypothetical patient's symptoms, students are challenged to think like scientists and medical professionals, investigating how specific pathways and processes in her body might be deviating from those of a healthy individual. This approach fosters a deeper understanding of human biology by illustrating the interconnectedness of body systems and the profound impact of metabolic function on overall health.

Students will actively participate in an inquiry-driven process, analyzing diverse forms of authentic data related to a hypothetical patient's case, including doctor's notes, endoscopy images, growth charts, and micrographs. This data analysis is complemented by hands-on laboratory experiments that explore the chemical changes involved in food processing, as well as digital interactives that visualize the journey of food through the body—its transport, transformation, storage, and utilization across various systems. Through this multi-faceted investigation, students will construct their understanding of vital metabolic processes and discover the intricate connections between diet, digestion, energy production, and overall well-being. Ultimately, by collaboratively determining the cause of a hypothetical patient's symptoms, students will gain a comprehensive and memorable understanding of what happens to the food we eat and how disruptions in these processes can manifest as significant health issues. 

UNIT SUMMARY/RATIONALE:

OpenSciEd Unit 7.4 engages students in understanding the cycling of matter and the process of photosynthesis through a relatable starting point: what they ate for breakfast. This familiar context sparks curiosity about where food comes from and how it connects to plants. As students investigate the ingredients in common foods like maple syrup, they begin to trace all food sources back to plants, including processed and synthetic items.

Building on knowledge from previous units, students explore how food provides energy and discover that plant-based foods contain not only sugars but also proteins and fats. This leads to the question of how plants produce these food molecules. Through guided investigations, students learn that plants use carbon dioxide, water, and sunlight to create sugars via photosynthesis. They also explore the essential role of decomposers in breaking down matter and recycling it into ecosystems.

This unit helps students understand that matter constantly cycles between living and nonliving parts of Earth’s systems. By modeling, analyzing data, and constructing evidence-based explanations, students build a coherent picture of how food is produced, used, and recycled. Unit 7.4 strengthens scientific reasoning and supports key life science concepts while making learning relevant and meaningful.

By the unit's conclusion, students will be able to:

• develop a model to track the inputs and outputs of plants

• carry out experiments to figure out how leaves and seeds interact with the gases in the air around them in the light and the dark 

• develop and evaluate arguments from their evidence to figure out where plants are getting the energy and matter they need to live

• construct an explanation for the central role of photosynthesis in all food production, including synthetic foods

• obtain and communicate information to explain how matter gets from living things that have died back into the system through processes done by decomposers  

• develop and use a model to explain that the major atoms that make up food (carbon, hydrogen, and oxygen) are continually recycled between living and nonliving  parts of a system.

UNIT SUMMARY/RATIONALE:

This curriculum unit on ecosystem dynamics and biodiversity is designed to immerse students in a pressing global issue, fostering a deep understanding of ecological principles through a real-world dilemma. The unit begins with a captivating hook: alarming headlines about the peril facing orangutans and the surprising link to chocolate consumption. By examining common chocolate ingredients, students quickly discover palm oil as a potential culprit, prompting them to develop initial models to explain how their purchasing choices might impact distant ecosystems and endangered species. This immediate connection to a tangible problem ignites curiosity and establishes a personal stake in the learning.

The initial lesson set is dedicated to unraveling the complexity of the palm oil problem, moving beyond simplistic solutions. Students will investigate the geographical and economic realities of oil palm cultivation, learning that these trees are highly land-efficient and provide crucial, stable income for farmers in equatorial regions. This exploration challenges preconceived notions and highlights the multifaceted nature of environmental issues, demonstrating that effective solutions require careful consideration of ecological, social, and economic factors. This phase cultivates critical thinking and systems thinking, as students recognize the intricate web of relationships within human and natural systems.

Building on this nuanced understanding, students will identify the critical need for innovative farm designs that can simultaneously support both orangutan populations and the local farmers' livelihoods. The final set of lessons engages students in investigations of alternative agricultural approaches, contrasting them with large-scale monoculture. This culminates in a powerful design challenge: students will apply their knowledge to propose and refine an oil palm farm model that champions biodiversity conservation while ensuring economic viability for communities. Through this process, students will not only grasp core concepts of ecosystem dynamics, biodiversity, and human impact but also develop essential problem-solving, collaboration, and design thinking skills, empowering them to envision and contribute to more sustainable futures.

UNIT SUMMARY/RATIONALE:

OpenSciEd Unit 7.6 engages students in investigating how changes in Earth’s systems—particularly rising temperatures—affect weather patterns, ecosystems, and human communities. The unit begins with real-world phenomena such as droughts and floods, prompting students to question how both extremes could be connected to warming temperatures. Students develop an initial model and begin to explore the driving question: How do changes in Earth’s systems impact our communities, and what can we do about it?

As the unit progresses, students gather and analyze data about climate variables like temperature and precipitation. They explore how these changes influence water systems and Arctic phenomena such as sea ice loss and wildfires. Students then shift focus to the causes of these changes, using evidence to understand the role of greenhouse gases and human activities in disrupting Earth’s carbon system. Through modeling, they come to see that rising global temperatures are linked to an imbalance in the carbon cycle caused by the accumulation of carbon dioxide in the atmosphere.

In the final part of the unit, students move from understanding the problem to evaluating possible solutions. They analyze strategies to reduce carbon emissions, considering each one’s effectiveness, tradeoffs, and relevance to local communities. This process helps students apply science to real-world decision-making and understand the importance of considering multiple perspectives. Unit 7.6 not only deepens students’ understanding of climate science but also empowers them to think critically about solutions and their own role in addressing climate change.

By the unit's conclusion, students will be able to:

• analyze and interpret data that indicate long-term climate variables (temperature and precipitation) are changing in communities,

• develop and use models to explain how changing variables in Earth’s water and carbon systems are impacting human communities that depend on those systems,

• construct an explanation for how increased temperatures can cause changes to a community’s water resources,

• argue from evidence that rising temperatures result from an imbalance in Earth’s carbon system,

• define the problem as an imbalance in Earth’s carbon system due to greenhouse gas accumulation, with no easy solutions to quickly fix it,

• evaluate a variety of solutions based on how well they meet the criteria of reducing the carbon imbalance given the many societal constraints students identified, and

• communicate about a community resilience designed to account for stakeholders’ needs while also correcting carbon imbalances and adapting to current changes experienced in the community.