Be Responsible 
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Grade 7
Science
Earth/Space
ESS1 The Earth and Earth materials, as we know them today, have developed over long periods of time, through constant change processes.
ESS2 The Earth is part of a solar system, made up of distinct parts, which have temporal and spatial interrelationships.
ESS3 The origin and evolution of galaxies and the universe demonstrate fundamental principles of physical science across vast distances and time.
ESS4 The growth of scientific knowledge in Earth Space Science has been advanced through the development of technology and is used (alone or in combination with other sciences) to identify, understand and solve local and global issues.
Geology
S:ESS1:8:1.1 Identify and describe the processes of the water cycle and explain their effects on climatic patterns.
S:ESS1:8:1.2 Identify and describe the impact certain factors have on the Earth’s climate, including changes in the oceans’ temperature, changes in the composition of the atmosphere, and geological shifts due to events such as volcanic eruptions and glacial movements.
S:ESS1:8:2.1 Describe the layers of the Earth, including the core, mantle, lithosphere, hydrosphere, and atmosphere.
S:ESS1:8:2.2 Use geological evidence provided to support the idea that Earth’s crust/lithosphere is composed of plates that move. |
S:ESS1:8:3.1 Explain how fossils found in sedimentary rock can be used to support the theories of Earth’s evolution over geologic time; and describe how the folding, breaking, and uplifting of the layers affects the evidence.
S:ESS1:8:4.1 Describe how catastrophic changes that have taken place on the Earth’s surface can be revealed by satellite images.
S:ESS1:8:5.1 Explain that the Earth’s crust is divided into plates which move at extremely slow rates in response to movements in the mantle.
S:ESS1:8:5.2 Explain how Earth events, abruptly and over time, can bring about changes on Earth’s surface (e.g., landforms, ocean floor, rock features, climate). |
S:ESS1:8:5.3 Explain the role of differential heating or convection in ocean currents, winds, weather and weather patterns, atmosphere, or climate. |
S:ESS1:8:6.1 Describe the processes of the rock cycle.
S:ESS1:8:6.2 Explain that sedimentary, igneous, and metamorphic rocks contain evidence of the minerals, temperatures, and forces that created them.
S:ESS1:8:6.3 Explain how sediments of sand and smaller particles, which may contain the remains of organisms, are gradually buried and cemented together by dissolved minerals to form solid rock.
S:ESS1:8:6.4 Using data about a rock’s physical characteristics, make and support an inference about the rock’s history and connection to the rock cycle. |
S:ESS1:8:7.1 Describe how water flows into and through a watershed, falling on the land, collecting in rivers and lakes, soil, and porous layers of rock, until much of it flows back into the ocean.
S:ESS1:8:7.2 Identify the physical and chemical properties that make water an essential component of the Earth’s system.
S:ESS1:8:7.3 Explain the processes that cause cycling of water into and out of the atmosphere and their connections to our planet’s weather patterns. |
S:ESS4:8:3.1 Provide examples of how creative thinking and economic need has shaped the way people use natural materials, such as the use of metal ores, petroleum, and fresh water.
S:ESS4:8:3.2 Explain how to test natural materials to measure and compare their properties.
S:ESS4:8:3.3 Explain how technologies can reduce the environmental impact of natural disasters.
S:ESS4:8:3.4 Identify the potential impact of converting forested land to uses such as farms, homes, factories, or tourist attractions.
Astronomy
:ESS2:8:1.1 Identify the characteristics of the Sun and its position in the universe.
S:ESS2:8:1.2 Recognize and describe how the regular and predictable motions of the Earth and Moon account for phenomena, such as the phases of the Moon and eclipses.
S:ESS2:8:1.3 Recognize the relationships between the tides and the phases of the moon; and use tide charts and NOAA information to describe them.
S:ESS2:8:1.4 Explain the temporal or positional relationships between or among the Earth, Sun and Moon (e.g., night/day, seasons, year, tide). |
S:ESS2:8:2.1 Describe the Sun as the principle energy source for phenomena on the Earth’s surface.
S:ESS2:8:3.1 Identify the characteristics and movement patterns of the planets in our Solar System and differentiate between them.
S:ESS2:8:3.2 Explain the effects of gravitational force on the planets and their moons.
S:ESS2:8:3.3 Explain why Earth and our Solar System appear to be somewhat unique, while acknowledging recent evidence that suggests similar systems exist in the universe.
S:ESS2:8:3.4 Compare and contrast planets based on data provided about size, composition, location, orbital movement, atmosphere, or surface features (includes moons). |
S:ESS2:8:3.5 Explain how gravitational force affects objects in the Solar System (e.g., moons, tides, orbits, satellites). |
S:ESS2:8:4.1 Explain how technological advances have allowed scientists to re-evaluate or extend existing ideas about the Solar System.
S:ESS3:8:1.2 Explain that special units of measure, such as light years and astronomical units, are used to calculate distances in space.
S:ESS3:8:2.1 Describe objects such as asteroids, comets and meteors in terms of their characteristics and movement patterns.
S:ESS3:8:3.1 Describe the universe as being comprised of billions of galaxies, each containing many billions of stars; and explain that there are vast distances separating these galaxies and stars from one another and from the Earth.
S:ESS4:8:1.1 Describe ways in which technology has increased our understanding of the world in which we live. |
S:ESS4:8:1.2 Recognize the importance of technology as it relates to science, for purposes such as: access to space and other remote locations, sample collection and treatment, measurement, data collection, and storage, computation, and communication of information.
S:ESS4:8:2.1 Calculate temperature in degrees Celsius. S:ESS4:8:2.2 Perform calculations using metric measurements. |
S:ESS4:8:2.3 Describe how man uses land-based light telescopes, radio telescopes, satellites, manned exploration, probes and robots to collect data.
All
S:ESS4:8:4.1 Understand that some scientific jobs/careers involve the application of Earth Space science content knowledge and experience in specific ways that meet the goals of the job.
Life
LS1– All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, and species).
LS2– Energy flows and matter recycles through an ecosystem.
LS3– Groups of organisms show evidence of change over time (e.g. evolution, natural selection, structures, behaviors, and biochemistry).
LS4– Humans are similar to other species in many ways, and yet are unique among Earth’s life forms.
LS5– The growth of scientific knowledge in Life Science has been advanced through the development of technology and is used (alone or in combination with other sciences) to identify, understand and solve local and global issues.
Anatomy of Reproduction
S:LS1:8:1.1 Recognize that similarities among organisms are found in anatomical features and patterns of development; and explain how these can be used to infer the degree of relatedness among organisms.
S:LS1:8:1.2 Describe or compare how different organisms have mechanisms that work in a coordinated way to obtain energy, grow, move, respond, provide defense, enable reproduction, or maintain internal balance (e.g., cells, tissues, organs and systems). |
S:LS1:8:2.1 Identify the functions of the human body’s systems, including digestion, respiration, reproduction, circulation, excretion, movement, control and coordination and protection from disease; and describe how they interact with one another.
S:LS1:8:2.4 Explain relationships between or among the structure and function of the cells, tissues, organs, and organ systems in an organism. |
S:LS1:8:3.1 Differentiate between asexual and sexual reproduction, and explain that in some kinds of organisms, all the genes come from one parent, while in organisms requiring two sexes to reproduce, typically half the genes come from each parent.
S:LS1:8:3.2 Explain that a species of sexually reproducing organisms is comprised of all the organisms that can mate to produce fertile offspring.
S:LS1:8:3.3 Explain that in sexual reproduction, a single specialized cell from a female merges with a specialized cell from a male in a process called fertilization.
S:LS1:8:3.4 Explain that the fertilized egg cell, carrying genetic information from each parent, multiplies to form the complete organism.
S:LS1:8:3.5 Explain how the basic tissues of an embryo form.
S:LS1:8:3.6 Compare and contrast sexual reproduction with asexual reproduction. |
S:LS1:8:3.7 Using data provided, select evidence that supports the concept that genetic information is passed on from both parents to offspring. |
S:LS3:8:3.1 Recognize that hereditary information is contained in genes, which are located in the chromosomes of each cell; and explain that inherited traits can be determined by either one or many genes, and that a single gene can influence more than one trait, such as eye and hair color.
S:LS3:8:3.3 Explain how individual organisms with certain traits are more likely than others to survive and have offspring.
S:LS3:8:3.4 Recognize that humans are able to control some characteristics of plants and animals through selective breeding; and explain how this results in small differences between the parents and offspring, which can accumulate in successive generations so that decedents are very different from their ancestors.
S:LS3:8:3.5 Cite examples supporting the concept that certain traits of organisms may provide a survival advantage in a specific environment and therefore, an increased likelihood to produce offspring. |
S:LS4:8:1.1 Recognize that unlike human beings, behavior in insects and many other species is determined almost entirely by biological inheritance.
S:LS4:8:1.2 Explain that organism’s behavioral response is a reaction to internal or and environmental stimuli, and that these responses may be determined by heredity or from past experience.
S:LS4:8:1.3 Explain how all behavior is affected by both inheritance and experience.
S:LS4:8:3.3 Describe the major changes that occur over time in human development from single cell through embryonic development to new born (i.e., group of cells during the first trimester, organs form during the second, organs mature during the third). |
S:LS4:8:3.4 Using data provided, select evidence that supports the concept that genetic information is passed on from both parents to offspring. |
S:LS5:8:2.1 Recognize and provide examples of how technology has enhanced the study of life sciences, as in the development of advanced diagnosing equipment improving medicine.