Science Grade 7 Student Monitoring Plan

Name: School Year:      
 
Skills and Processes: Students will demonstrate the thinking and acting inherent in the practice of science.
Constructing Knowledge
  Design, analyze, or carry out simple investigations and formulate appropriate conclusions based on data obtained or provided.
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Explain that scientists differ greatly in what phenomena they study and how they go about their work.
           
Explain and provide examples that all hypotheses are valuable, even if they turn out not to be true, if they lead to fruitful investigations.
           
Explain that if more than one variable changes at the same time in an investigation, the outcome of the investigation may not be clearly attributable to any one of the variables.
           
Give reasons for the importance of waiting until an investigation has been repeated many times before accepting the results as correct.
           
Use mathematics to interpret and communicate data.
           

 
Applying Evidence and Reasoning
  Review data from a simple experiment, summarize the data, and construct a logical argument about the cause-and-effect relationships in the experiment.
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Verify the idea that there is no fixed set of steps all scientists follow, scientific investigations usually involve the collection of relevant evidence, the use of logical reasoning, and the application of imagination in devising hypotheses and explanations to make sense of the collected evidence.
           
Explain that what people expect to observe often affects what they actually do observe and that scientists know about this danger to objectivity and take steps to try to avoid it when designing investigations and examining data.
           
Describe the reasoning that lead to the interpretation of data and conclusions drawn.
           
Question claims based on vague statements or on statements made by people outside their area of expertise.
           

 
Communicating Scientific Information
  Develop explanations that explicitly link data from investigations conducted, selected readings and, when appropriate, contributions from historical discoveries.
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Organize and present data in tables and graphs and identify relationships they reveal.
           
Interpret tables and graphs produced by others and describe in words the relationships they show.
           
Criticize the reasoning in arguments in which
  • Fact and opinion are intermingled
  • Conclusions do not follow logically from the evidence given.
  • Existence of control groups and the relationship to experimental groups is not made obvious.
  • Samples are too small, biased, or not representative.
           
Explain how different models can be used to represent the same thing. What kind of a model to use and how complex it should be depend on its purpose. Choosing a useful model is one of the instances in which intuition and creativity come into play in science, mathematics, and engineering
           

 
Technology

January 2008

 

Science Grade 7 Student Monitoring Plan

Name: School Year:      
 
Life Science: The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time.
Diversity of Life
  Compile evidence to verify the claim of biologists that the features of organisms connect or differentiate them-these include external and internal structures (features) and processes.
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Provide examples and explain that organisms sorted into groups share similarities in external structures as well as similarities in internal anatomical structures and processes which can be used to infer the degree of relatedness among organisms
  • Vascular - non vascular plants
  • Closed - open circulatory systems
  • Asexual - sexual reproduction
  • Respiration (lungs-gills-skin)
  • Digestion
           
Identify general distinctions among organisms that support classifying some things as plants, some as animals, and some that do not fit neatly into either group.
  • Animals consume food
  • Plants make food
           
Use analogies, models, or drawings to represent that animals and plants have a great variety of body plans and internal structures that define the way they live, grow, survive, and reproduce.
           

 
Cells
  Gather and organize data to defend or argue the proposition that all living things are cellular (composed of cells) and that cells carry out the basic life functions.
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Based on data from readings and designed investigations, cite evidence to illustrate that the life functions of multicellular organisms (plant and animal) are carried out within complex systems of different tissues, organs and cells.
  • Extracting energy from food
  • Getting rid of wastes
  • Making raw materials
           
Based on research and examples from video technology explain that the repeated division of cells enables organisms to grow and make repairs.
           
Collect data from investigations using single celled organisms, such as yeast or algae to explain that a single cell carries out all the basic life functions of a multicellular organism.
  • Reproducing
  • Extracting energy from food
  • Getting rid of wastes
           

 
  Recognize and provide examples that human beings, like other organisms have complex body systems of cells, tissues and organs that interact to support an organism's growth and survival.
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Describe and explain that the complex set of systems found in multicellular organisms are made up of different kinds of tissues and organs which are themselves composed of differentiated cells.
           
Select several body systems and explain the role of cells, tissues and organs that effectively carry out a vital function for the organism, such as
  • Obtaining food and providing energy (digestive, circulatory, respiratory)
  • Defense (nervous, endocrine, circulatory, muscular, skeletal, immune)
  • Reproduction (reproductive, endocrine, circulatory)
  • Waste removal (excretory, respiratory, circulatory)
  • Breathing (respiratory, circulatory)
           

 
Genetics
  Explain the ways that genetic information is passed from parent to offspring in different organisms.
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Investigate and explain that in some kinds of organisms, all the genes come from a single parent, whereas in organisms that have sexes, typically half of the genes come from each parent.
           
Investigate and explain that in sexual reproduction, a single specialized cell from a female (egg) merges with a specialized cell from a male (sperm) and the fertilized egg now has genetic information from each parent, that multiplies to form the complete organism composed of about a trillion cells, each of which contains the same genetic information.
           
Identify evidence to support the idea that there is greater variation among offspring of organisms that reproduce sexually than among those that reproduce asexually.
           

 
Flow of Matter and Energy
  Explain that the transfer and transformation of matter and energy links organisms to one another and to their physical setting.
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Cite evidence from research and observations that organisms that eat plants or animals break down what they have consumed (food) to produce the materials and energy they need to survive or store for later use.
           
Investigate and describe the processes that enable plants to use the energy from light to make sugars (food) from carbon dioxide and water.
           
Provide evidence from research to explain how plants can use the food they make immediately for fuel or stored for later use.
           
Provide evidence that supports the premise "In the flow of matter system the total amount of matter remains constant even though its form and location change."
  • Carbon cycle
  • Nitrogen cycle
  • Food chains and food webs
           

 

January 2008

 

Science Grade 7 Student Monitoring Plan

Name: School Year:      
 
Chemistry: Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations.
Structure of Matter
  Cite evidence to support the fact that all matter is made up of atoms, which are far too small to see directly through a microscope.
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Provide evidence from the periodic table, investigations and research to demonstrate that elements in the following groups have similar properties.
  • Highly reactive metals, such as magnesium and sodium
  • Less-reactive metals, such as gold and silver
  • Highly reactive non-metals, such as chlorine, flourine, and oxygen
  • Almost non-reactive gases, such as helium and neon
           
Cite evidence to explain that all living and non-living things can be broken down into elements.
           

 

January 2008

 

Science Grade 7 Student Monitoring Plan

Name: School Year:      
 
Environmental Science: Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective.
Natural Resources and Human Needs
  Recognize and explain the impact of a changing human population on the use of natural resources and on environmental quality.
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Based on data identify and describe the positive and negative impacts of an increasing human population on the use of natural resources
           

 
Environmental Issues
  Recognize and describe that environmental changes can have local, regional, and global consequences.
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Identify and describe a local, regional, or global environmental issue.
           
Identify and describe that different individual people or groups of people are affected by an issue in different ways.
           

 

January 2008