7.S.1A: The practices of science and engineering support the development of science concepts, develop the habits of mind that are necessary for scientific thinking, and allow students to engage in science in ways that are similar to those used by scientists and engineers.

7.S.1A.1: Ask questions to

7.S.1A.1.1: generate hypotheses for scientific investigations,

 Hearing: Frequency and Volume
 Sight vs. Sound Reactions

7.S.1A.1.2: refine models, explanations, or designs, or

 Pendulum Clock
 Trebuchet

7.S.1A.1.3: extend the results of investigations or challenge claims.

 Hearing: Frequency and Volume
 Sight vs. Sound Reactions

7.S.1A.2: Develop, use, and refine models to

7.S.1A.2.1: understand or represent phenomena, processes, and relationships,

 Food Chain
 Mouse Genetics (One Trait)
 Phase Changes
 RNA and Protein Synthesis
 Ripple Tank
 Tides

7.S.1A.2.2: test devices or solutions, or

 Circuits
 Trebuchet

7.S.1A.2.3: communicate ideas to others.

 Building Topographic Maps
 Ocean Mapping
 Ripple Tank
 Weather Maps

7.S.1A.3: Plan and conduct controlled scientific investigation to answer questions, test hypotheses, and develop explanations:

7.S.1A.3.1: formulate scientific questions and testable hypotheses,

 Effect of Environment on New Life Form
 Effect of Temperature on Gender
 Hearing: Frequency and Volume
 Seed Germination
 Sight vs. Sound Reactions
 Time Estimation

7.S.1A.3.2: identify materials, procedures, and variables,

 Effect of Environment on New Life Form
 Hearing: Frequency and Volume
 Real-Time Histogram
 Sight vs. Sound Reactions
 Time Estimation

7.S.1A.3.3: select and use appropriate tools or instruments to collect qualitative and quantitative data, and

 Triple Beam Balance

7.S.1A.3.4: record and represent data in an appropriate form. Use appropriate safety procedures.

 Hearing: Frequency and Volume
 Pendulum Clock
 Real-Time Histogram

7.S.1A.4: Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to

7.S.1A.4.1: reveal patterns and construct meaning or

 Effect of Temperature on Gender
 Seed Germination

7.S.1A.4.2: support hypotheses, explanations, claims, or designs.

 Disease Spread
 Effect of Temperature on Gender
 Seed Germination

7.S.1A.5: Use mathematical and computational thinking to

7.S.1A.5.1: use and manipulate appropriate metric units,

 Unit Conversions

7.S.1A.5.2: collect and analyze data,

 Estimating Population Size
 Hearing: Frequency and Volume
 Seed Germination
 Sight vs. Sound Reactions
 Time Estimation

7.S.1A.5.3: express relationships between variables for models and investigations, or

 Food Chain
 Hearing: Frequency and Volume
 Pendulum Clock
 Plants and Snails

7.S.1A.5.4: use grade-level appropriate statistics to analyze data.

 Describing Data Using Statistics
 Sight vs. Sound Reactions
 Time Estimation

7.S.1A.6: Construct explanations of phenomena using

7.S.1A.6.1: primary or secondary scientific evidence and models,

 Doppler Shift
 Mouse Genetics (One Trait)
 Ray Tracing (Lenses)
 Ray Tracing (Mirrors)

7.S.1A.6.2: conclusions from scientific investigations,

 Hearing: Frequency and Volume
 Mouse Genetics (One Trait)

7.S.1A.6.4: data communicated in graphs, tables, or diagrams.

 Doppler Shift
 Identifying Nutrients
 Mouse Genetics (One Trait)
 Natural Selection
 Tides

7.S.1A.7: Construct and analyze scientific arguments to support claims, explanations, or designs using evidence from observations, data, or informational texts.

 Gravity Pitch
 Mouse Genetics (One Trait)
 Plants and Snails

7.S.1A.8: Obtain and evaluate scientific information to

7.S.1A.8.4: evaluate hypotheses, explanations, claims, or designs or

 Effect of Temperature on Gender
 Seed Germination

7.S.1A.8.A: Communicate using the conventions and expectations of scientific writing or oral presentations by

7.S.1A.8.A.2: reporting the results of student experimental investigations.

 Hearing: Frequency and Volume

7.S.1B: Technology is any modification to the natural world created to fulfill the wants and needs of humans. The engineering design process involves a series of iterative steps used to solve a problem and often leads to the development of a new or improved technology.

7.S.1B.1: Construct devices or design solutions using scientific knowledge to solve specific problems or needs:

7.S.1B.1.4: build and test devices or solutions,

 Trebuchet

7.S.1B.1.5: determine if the devices or solutions solved the problem and refine the design if needed, and

 Trebuchet

7.S.1B.1.6: communicate the results.

 Trebuchet

7.P.2A: All substances are composed of one or more elements. Elements are pure substances which contain only one kind of atom. The periodic table organizes these elements based on similar properties. Compounds are substances composed of two or more elements. Chemical formulas can be used to describe compounds.

7.P.2A.1: Develop and use simple atomic models to illustrate the components of elements (including the relative position and charge of protons, neutrons, and electrons).

 Element Builder

7.P.2A.2: Obtain and use information about elements (including chemical symbol, atomic number, atomic mass, and group or family) to describe the organization of the periodic table.

 Element Builder

7.P.2A.4: Construct explanations for how compounds are classified as ionic (metal bonded to nonmetal) or covalent (nonmetals bonded together) using chemical formulas.

 Covalent Bonds
 Electron Configuration

7.P.2B: Substances (such as metals or acids) are identified according to their physical or chemical properties. Changes to substances can either be physical or chemical. Many substances react chemically with other substances to form new substances with different properties. According to the law of conservation of matter, total mass does not change in a chemical reaction.

7.P.2B.1: Analyze and interpret data to describe substances using physical properties (including state, boiling/melting point, density, conductivity, color, hardness, and magnetic properties) and chemical properties (the ability to burn or rust).

 Circuit Builder
 Mineral Identification

7.P.2B.2: Use mathematical and computational thinking to describe the relationship between the mass, volume, and density of a given substance.

 Density Experiment: Slice and Dice
 Density Laboratory

7.P.2B.3: Analyze and interpret data to compare the physical properties, chemical properties (neutralization to form a salt, reaction with metals), and pH of various solutions and classify solutions as acids or bases.

 Mineral Identification
 pH Analysis
 pH Analysis: Quad Color Indicator

7.P.2B.4: Plan and conduct controlled scientific investigations to answer questions about how physical and chemical changes affect the properties of different substances.

 Freezing Point of Salt Water
 Solubility and Temperature

7.P.2B.5: Develop and use models to explain how chemical reactions are supported by the law of conservation of matter.

 Chemical Changes
 Chemical Equations

7.L.3A: Cells are the most basic unit of any living organism. All organisms are composed of one (unicellular) or many cells (multicellular) and require food and water, a way to dispose of waste, and an environment in which they can live in order to survive. Through the use of technology, scientists have discovered special structures within individual cells that have specific functions that allow the cell to grow, survive, and reproduce. Bacteria are one-celled organisms found almost everywhere and can be both helpful and harmful. They can be simply classified by their size, shape and whether or not they can move.

7.L.3A.1: Obtain and communicate information to support claims that

7.L.3A.1.1: organisms are made of one or more cells,

 Paramecium Homeostasis

7.L.3A.2: Analyze and interpret data from observations to describe different types of cells and classify cells as plant, animal, protist, or bacteria.

 Cell Structure
 Paramecium Homeostasis

7.L.3A.3: Develop and use models to explain how the relevant structures within cells (including cytoplasm, cell membrane, cell wall, nucleus, mitochondria, chloroplasts, lysosomes, and vacuoles) function to support the life of plant, animal, and bacterial cells.

 Cell Energy Cycle
 Cell Structure
 RNA and Protein Synthesis

7.L.3B: Multicellular organisms (including humans) are complex systems with specialized cells that perform specific functions. Organs and organ systems are composed of cells that function to serve the needs of cells which in turn serve the needs of the organism.

7.L.3B.1: Develop and use models to explain how the structural organizations within multicellular organisms function to serve the needs of the organism.

 Circulatory System
 Digestive System
 Human Homeostasis

7.L.3B.2: Construct explanations for how systems in the human body (including circulatory, respiratory, digestive, excretory, nervous, and musculoskeletal systems) work together to support the essential life functions of the body.

 Circulatory System
 Digestive System
 Human Homeostasis

7.L.4A: Inheritance is the key process causing similarities between parental organisms and their offspring. Organisms that reproduce sexually transfer genetic information (DNA) to their offspring. This transfer of genetic information through inheritance leads to gr eater similarity among individuals within a population than between populations. Technology allows humans to influence the transfer of genetic information.

7.L.4A.1: Obtain and communicate information about the relationship between genes and chromosomes to construct explanations of their relationship to inherited characteristics.

 Human Karyotyping

7.L.4A.2: Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually.

 Inheritance
 Mouse Genetics (One Trait)
 Mouse Genetics (Two Traits)

7.L.4A.3: Develop and use models (Punnett squares) to describe and predict patterns of the inheritance of single genetic traits from parent to offspring (including dominant and recessive traits, incomplete dominance, and codominance).

 Chicken Genetics
 Mouse Genetics (One Trait)
 Mouse Genetics (Two Traits)

7.L.4A.4: Use mathematical and computational thinking to predict the probability of phenotypes and genotypes based on patterns of inheritance.

 Chicken Genetics
 Mouse Genetics (One Trait)
 Mouse Genetics (Two Traits)

7.L.4A.5: Construct scientific arguments using evidence to support claims for how changes in genes (mutations) may have beneficial, harmful, or neutral effects on organisms.

 Evolution: Mutation and Selection
 Evolution: Natural and Artificial Selection

7.L.4A.6: Construct scientific arguments using evidence to support claims concerning the advantages and disadvantages of the use of technology (such as selective breeding, genetic engineering, or biomedical research) in influencing the transfer of genetic information.

 Evolution: Natural and Artificial Selection

7.EC.5A: In all ecosystems, organisms and populations of organisms depend on their environmental interactions with other living things (biotic factors) and with physical (abiotic) factors (such as light, temperature, water, or soil quality). Disruptions to any component of an ecosystem can lead to shifts in its diversity and abundance of populations

7.EC.5A.1: Develop and use models to describe the characteristics of the levels of organization within ecosystems (including species, populations, communities, ecosystems, and biomes).

 Coral Reefs 1 - Abiotic Factors
 Food Chain
 Rabbit Population by Season

7.EC.5A.3: Analyze and interpret data to predict changes in the number of organisms within a population when certain changes occur to the physical environment (such as changes due to natural hazards or limiting factors).

 Coral Reefs 1 - Abiotic Factors
 Food Chain
 Rabbit Population by Season

7.EC.5B: Organisms in all ecosystems interact with and depend up on each other. Organisms with similar needs compete for limited resources. Food webs and energy pyramids are models that demonstrate how energy is transferred within an ecosystem.

7.EC.5B.1: Develop and use models to explain how organisms interact in a competitive or mutually beneficial relationship for food, shelter, or space (including competition, mutualism, commensalism, parasitism, and predator-prey relationships).

 Coral Reefs 1 - Abiotic Factors
 Food Chain
 Forest Ecosystem
 Prairie Ecosystem

7.EC.5B.2: Develop and use models (food webs and energy pyramids) to exemplify how the transfer of energy in an ecosystem supports the concept that energy is conserved.

 Coral Reefs 1 - Abiotic Factors
 Food Chain
 Forest Ecosystem

7.EC.5B.3: Analyze and interpret data to predict how changes in the number of organisms of one species affects the balance of an ecosystem.

 Coral Reefs 1 - Abiotic Factors
 Coral Reefs 2 - Biotic Factors
 Food Chain
 Forest Ecosystem
 Rabbit Population by Season

7.EC.5B.4: Define problems caused by the introduction of a new species in an environment and design devices or solutions to minimize the impact(s) to the balance of an ecosystem.

 Coral Reefs 2 - Biotic Factors

Correlation last revised: 3/31/2017

This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below for more information.