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SC.7.E.ECOLOGY: INTERACTIONS OF LIVING SYSTEMS AND THE ENVIRONMENT
ECOLOGY: INTERACTIONS OF LIVING SYSTEMS AND THE ENVIRONMENT
7.E.5. The student will demonstrate an understanding of how organisms interact with and respond to the biotic and abiotic components of their environments.7.E.5A. Conceptual Understanding: 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 qualit Students who demonstrate this understanding can:7.E.5A.1. Develop and use models to describe the characteristics of the levels of organization within ecosystems (including species, populations, communities, ecosystems, and biomes).
7.E.5A.2. Construct explanations of how soil quality (including composition, texture, particle size, permeability, and pH) affects the characteristics of an ecosystem using evidence from soil profiles.
7.E.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).
7.E.5B. Conceptual Understanding: Organisms in all ecosystems interact with and depend upon 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 ecosy Students who demonstrate this understanding can:7.E.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).
SC.7.L.LIFE SCIENCE: ORGANIZATION IN LIVING SYSTEMS
LIFE SCIENCE: ORGANIZATION IN LIVING SYSTEMS
7.L.3. The student will demonstrate an understanding of how the levels of organization within organisms support the essential functions of life.7.L.3A. Conceptual Understanding: 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 Students who demonstrate this understanding can:7.L.3A.1. Obtain and communicate information to support claims that (1) organisms are made of one or more cells, (2) cells are the basic unit of structure and function of organisms, and (3) cells come only from existing cells.Quiz, Flash Cards, Worksheet, Game Cells
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.Quiz, Flash Cards, Worksheet, Game Cells
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.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Mitosis
7.L.3A.4. Construct scientific arguments to support claims that bacteria are both helpful and harmful to other organisms and the environment.
7.L.3B. Conceptual Understanding: 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 t Students who demonstrate this understanding can: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.Quiz, Flash Cards, Worksheet, Game Cells
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.
7.L.4. The student will demonstrate an understanding of how genetic information is transferred from parent to offspring and how environmental factors and the use of technologies influence the transfer of genetic information.7.L.4A. Conceptual Understanding: 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 thr Students who demonstrate this understanding can:7.L.4A.1. Obtain and communicate information about the relationship between genes and chromosomes to construct explanations of their relationship to inherited characteristics.Quiz, Flash Cards, Worksheet, Game Mitosis
7.L.4A.2. Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually.
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).
7.L.4A.4. Use mathematical and computational thinking to predict the probability of phenotypes and genotypes based on patterns of inheritance.
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.
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 informati
SC.7.L.HEREDITY-INHERITANCE AND VARIATION OF TRAITS
HEREDITY-INHERITANCE AND VARIATION OF TRAITS
7.L.3. The student will demonstrate an understanding of how the levels of organization within organisms support the essential functions of life.7.L.3A. Conceptual Understanding: 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 Students who demonstrate this understanding can:7.L.3A.1. Obtain and communicate information to support claims that (1) organisms are made of one or more cells, (2) cells are the basic unit of structure and function of organisms, and (3) cells come only from existing cells.Quiz, Flash Cards, Worksheet, Game Cells
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.Quiz, Flash Cards, Worksheet, Game Cells
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.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Mitosis
7.L.3A.4. Construct scientific arguments to support claims that bacteria are both helpful and harmful to other organisms and the environment.
7.L.3B. Conceptual Understanding: 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 t Students who demonstrate this understanding can: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.Quiz, Flash Cards, Worksheet, Game Cells
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.
7.L.4. The student will demonstrate an understanding of how genetic information is transferred from parent to offspring and how environmental factors and the use of technologies influence the transfer of genetic information.7.L.4A. Conceptual Understanding: 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 thr Students who demonstrate this understanding can:7.L.4A.1. Obtain and communicate information about the relationship between genes and chromosomes to construct explanations of their relationship to inherited characteristics.Quiz, Flash Cards, Worksheet, Game Mitosis
7.L.4A.2. Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually.
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).
7.L.4A.4. Use mathematical and computational thinking to predict the probability of phenotypes and genotypes based on patterns of inheritance.
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.
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 informati
SC.7.P.PHYSICAL SCIENCE: CLASSIFICATION AND CONSDERVATION OF MATTER
PHYSICAL SCIENCE: CLASSIFICATION AND CONSDERVATION OF MATTER
7.P.2. The student will demonstrate an understanding of the structure and properties of matter and that matter is conserved as it undergoes changes.7.P.2A. Conceptual Understanding: 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 Students who demonstrate this understanding can: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).
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.
7.P.2A.3. Analyze and interpret data to describe and classify matter as pure substances (elements or compounds) or mixtures (heterogeneous or homogeneous) based on composition.
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.
7.P.2B. Conceptual Understanding: 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 Students who demonstrate this understanding can: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).
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.
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.
7.P.2B.5. Develop and use models to explain how chemical reactions are supported by the law of conservation of matter.
SC.7.S.SCIENCE AND ENGINEERING PRACTICES
SCIENCE AND ENGINEERING PRACTICES
7.S.1: The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content.7.S.1A. Conceptual Understanding: 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 thos Students who demonstrate this understanding can:7.S.1A.1. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims.
7.S.1A.2. Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others.Quiz, Flash Cards, Worksheet, Game Meiosis
7.S.1A.3. Plan and conduct controlled scientific investigation to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriQuiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Rocks Quiz, Flash Cards, Worksheet, Game Sound
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 (1) reveal patterns and construct meaning or (2) support hypotheses, expQuiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Rocks Quiz, Flash Cards, Worksheet, Game Sound
7.S.1A.5. Use mathematical and computational thinking to (1) use and manipulate appropriate metric units, (2) collect and analyze data, (3) express relationships between variables for models and investigations, or (4) use grade-level appropriate statistics to analy
7.S.1A.6. Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrQuiz, Flash Cards, Worksheet, Game Sound
7.S.1A.8. Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conveQuiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Rocks Quiz, Flash Cards, Worksheet, Game Sound
SC.CC.RST.6-8.Reading Standards for Literacy in Science and Technical Subjects
Reading Standards for Literacy in Science and Technical Subjects
Integration of Knowledge and IdeasRST.6-8.7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Meiosis
RST.6-8.9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
Craft and StructureRST.6-8.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Meiosis Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Mitosis Quiz, Flash Cards, Worksheet, Game Rocks Quiz, Flash Cards, Worksheet, Game Sound
SC.CC.WHST.6-8.Writing Standards for Literacy in Science and Technical Subjects
Writing Standards for Literacy in Science and Technical Subjects
Production and Distribution of WritingWHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Quiz, Flash Cards, Worksheet, Game Sound
Text Types and PurposesWHST.6-8.1. Write arguments focused on discipline-specific content.WHST.6-8.1(e) Provide a concluding statement or section that follows from and supports the argument presented.Quiz, Flash Cards, Worksheet, Game Sound
WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.WHST.6-8.2(a) Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when usefu
WHST.6-8.2(b) Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
WHST.6-8.2(c) Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
WHST.6-8.2(d) Use precise language and domain-specific vocabulary to inform about or explain the topic.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Meiosis Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Mitosis Quiz, Flash Cards, Worksheet, Game Rocks Quiz, Flash Cards, Worksheet, Game Sound
WHST.6-8.2(f) Provide a concluding statement or section that follows from and supports the information or explanation presented.Quiz, Flash Cards, Worksheet, Game Sound