Seventh Grade Science
First Quarter (and some of Second)
7. L.1 Understand the processes, structures, and functions of living organisms that enable
them to survive, reproduce, and carry out the basic functions of life.
L.1.1 Compare the structures and life functions of single-celled
organisms that carry out all of the basic functions of life including:
• Euglena
• Amoeba
• Paramecium
• Volvox
L.1.2 Compare the structures and functions of plant and animal cells, including major organelles
(cell membrane, cell wall, nucleus, chloroplasts, mitochondria, and vacuoles)
L.1.3 Summarize the hierarchical organization of multi-cellular organisms from cells to tissues to
organs to systems to organisms.
L.1.4 Summarize the general functions of the major systems of the human body (digestion,
respiration, reproduction, circulation, and excretion) and ways that these systems interact with
each other to sustain life.
Vocabulary:
Cell, function, Euglena, flagellum, eye spot, amoeba, pseudopods, paramecium, cilia, Volvox,
cell membrane, cytoplasm, nucleus, nuclear membrane, mitochondria, vacuoles, cell wall,
chloroplast, tissue, organ, organ system, specialized cells, body systems, digestion, respiration,
reproduction, circulation, excretion, nervous, skeletal, muscular, immune system, endocrine
system, homeostasis
Writing Tasks:
Compare and contrast the physical structures of plant and animal cells.
Many people have unhealthy eating habits. What are the long-term effects of poor nutrition on
the body systems?
Investigations/Lab Activities:
Seventh Grade Science
Second Quarter
7.L.2 Understand the relationship of the mechanisms of cellular reproduction, patterns of
inheritance and external factors to potential variation among offspring.
L.2.1 Explain why offspring that result from sexual reproduction (fertilization and meiosis) have
greater variation than offspring that result from asexual reproduction (budding and mitosis).
L.2.2 Infer patterns of heredity using information from Punnett squares and pedigree analysis.
L.2.3 Explain the impact of the environment and lifestyle choices on biological inheritance (to
include common genetic diseases) and survival.
Vocabulary:
Sexual reproduction, asexual reproduction, mitosis, budding, meiosis, gametes (sex cells),
fertilization, gene, DNA, chromosome, trait, dominant, recessive, phenotype, genotype, selective
breeding, genetic engineering, pedigree, Punnett Square, genetic disease, alleles, carrier, natural
selection, mutation, inheritance, homozygous, heterozygous, hybrid, purebred, heterozygous,
homozygous, probability, segregation, gene, hybrid trait, genetics.
Writing Tasks:
Having brown eyes is a dominant trait, having blue eyes is a recessive trait. Joan has brown
eyes, as does her husband Rick. Joan and Rick have two sons, Adam and Ben. Adam has
brown eyes while his brother Ben has dazzling blue eyes.
Use the information above and your knowledge of Mendelian genetics to clearly explain
how it is that Adam has brown eyes while Ben has blue eyes. Keep in mind that both
parents have brown eyes. In your prompt be sure to include all the words from your
vocabulary.
Punnett square, Genotype, Phenotype, Heterozygous, Homozygous, Probability,
Segregation, Gamete, Allele, Gene, Hybrid,Trait, Genetics
Explain how the cardiovascular system, respiratory system, and the lymphatic system work
together. Use key terms to help explain how they function together.
Investigations/Lab Activities:
Seventh Grade Science
Third Quarter
7.P.1 Understand motion, the effects of forces on motion and the graphical representations
of motion.
P.1.1 Explain how the motion of an object can be described by its position, direction of motion,
and speed with respect to some other object
P.1.2 Explain the effects of balanced and unbalanced forces acting on an object (including
friction, gravity and magnets)
P.1.3 Illustrate the motion of an object using a graph to show a change in position over a period
of time.
P.1.4 Interpret distance versus time graphs for constant speed and variable motion.
7.P.2 Understand forms of energy, energy transfer and transformation and conservation in
mechanical systems.
P.2.1 Explain how kinetic and potential energy contribute to the mechanical energy of an object.
P.2.2 Explain how energy can be transformed from on eform to another (specifically potential
energy and kinetic energy) using a model or diagram of a moving object (roller coaster,
pendulum, or cars on ramps as examples.)
P.2.3 Recognize that energy can be transferred from one system to another when two objects
push or pull on each other over a distance (work) and electrical circuits require a complete loop
through which an electrical current can pass.
P.2.4 Explain how simple machines such as inclined planes, pulleys, levers and wheel and axels
are used to create mechanical advantage and increase efficiency
Vocabulary:
Motion, reference point, balanced force, unbalanced force, average speed, instantaneous speed,
velocity, friction, mass, gravity, inertia, momentum, Newton’s Law, slope, velocity, graph,
horizontal axis, vertical axis, origin, data point, energy, mechanical energy, potential energy,
kinetic energy, work, energy transformation, law of conservation of energy, thermal energy,
mechanical energy, electrical energy, electromagnetic energy, green energy, simple machine,
mechanical advantage, compound machine, efficiency, power.
Writing Tasks:
You are an archeologist working on an important dig. You have come across a huge rock that
you can’t lift. How can you use what you know about levers and fulcrums to get this rock lifted
out of the hole so that your important work can continue? Where would you need to place the
fulcrum to lift the rock the highest? You are working alone. Where would you place the fulcrum
so that the least force would move the rock? Give instructions for how you would move this
heavy, troublesome rock. You should include the following items:
1. How can you use what you know about levers and fulcrums to get this rock lifted out of the
hole so that your important work can continue?
2. Where would you need to place the fulcrum to lift the rock the highest?
3. Where would you place the fulcrum so that the least force would move the rock?
4. Are your instructions thorough? Could another student follow your directions?
5. How did the fulcrum position affect how high the rock could be lifted?
6. How did the fulcrum position affect the force needed to lift the rock?
Investigations/Lab Activities:
Seventh Grade Science
Fourth Quarter
7.E.1 Understand how the cycling of matter (water and gases) in and out of the atmosphere
relates to Earth’s atmosphere, weather and climate and the effects of the atmosphere on
humans.
E.1.1 Compare the composition, properties and structure of Earth’s atmosphere to include:
mixtures of gases and differences in temperature and pressure within layers.
E.1.2 Explain how the cycling of water in and out of the atmosphere and atmospheric conditions
relate to the weather patterns on Earth
E.1.3 Explain the relationship between the movement of air masses, high and low pressure
systems, and frontal boundaries to storms (including thunderstorms, hurricanes, and tornadoes)
and other weather conditions that may result.
E.1.4 Predict weather conditions and patterns based on information obtained from:
• Weather data collected from direct observations and measurement (wind speed and direction,
air temperature, humidity and air pressure)
• Weather maps, satellites and radar
• Cloud shapes and types and associated elevation
E.1.5 Explain the influence of convection, global winds and the jet stream on weather and
climatic conditions.
E.1.6 Conclude that the good health of humans requires: monitoring the atmosphere, maintaining
air quality and stewardship.
Vocabulary:
Atmosphere, troposphere, stratosphere, mesosphere, thermosphere, ionosphere, exosphere, air
pressure, elevation, ozone layer, temperature, water cycle, evaporation, condensation,
precipitation, humidity, water vapor dew point, air mass, fronts (occluded, stationary, warm,
cold, cyclone, anticyclone, thunderstorm, tornado, hurricane, lightning, floods, cirrus, cumulus,
stratus clouds, meteorologist, anemometer, barometer, thermometer, Doppler radar, isotherm,
thermal energy, convection, convection currents, radiation, global winds, trade winds, doldrums,
horse latitudes, westerlies, polar easterlies, jet stream, Coriolis effect, gulf stream, wind chill
factor, global warming, greenhouse effect, CFCs, pollution, acid rain, smog.
Writing Tasks:
Weather predictions have become more and more accurate over time. Research a tool that
has contributed to the accuracy of forecasts over time, and explain the significance of the
tool for meteorologists.
Scientists around the world agree that global warming is a big problem. Climate statistics
support the hypothesis that dangerously high temperatures are caused by humans. Experts
project catastrophic flooding and famine if humans don’t limit greenhouse gasses. Still, almost
half of Americans believe that high temperatures are part of a natural climate cycle. To what do
you attribute this gap between scientific evidence and people’s beliefs? What would it take to
convince Americans to take global warming seriously?
Investigations/Lab Activities: