South Carolina
7 GRADE SCIENCE
2011-2012 Pacing Guide
th
Unit
Days
Introduction
(Day 1)
1 Day
Scientific Inquiry
(Days 2-11)
10 Days
Standard/
Indicator
Major Topics/Concepts
Introduction to the course
Identify the appropriate tool to use for an
investigation; Review how to appropriately use tools
from previous grade levels that are needed for
chemistry investigations; Temperature measurements
using Celsius scale; Generate testable questions;
Identify experimental variables from the questions;
Dependent vs. Independent variables; Hypotheses;
Use of one independent variable; Qualitative vs.
Quantitative data; Scientific observation; Inference;
Steps of a controlled scientific investigation; Reasons
for controlling variables; Controlled variables; Control
group; Steps of the technological design process;
Trade-offs of solutions/products; Match
solutions/products to specific need/problem; Scientific
model; Importance of repeated trials and sample sizes
to ensure validity; Reasons for varied results/error;
Use graphs, tables, and charts to explain the
relationship between independent and dependent
variables; Correct placement of variables and use of
appropriate increments for graphs; Determine
appropriateness of conclusion for specific
investigation; Use correct safety procedures
7-1.1
7-1.2
7-1.3
7-1.4
7-1.5
7-1.6
7-1.7
This unit does not need to be taught in consecutive
days, but all concepts should be introduced by day 41.
It is recommended that four days be direct instruction
on inquiry, and the remaining six days be embedded
throughout the next five units.
Atoms, Elements,
Compounds, and
Mixtures
(Days 12-17)
Periodic Table
(Days 18-25 )
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6 Days
7-5.1
7-5.2
8 Days
7-5.3
7-5.4
7-5.5
Matter is composed of atoms; Classification of matter
based upon composition; Elements; Compounds;
Molecules; Mixtures (heterogeneous, homogeneous);
Compare types of matter based upon characteristics;
Properties of elements, compounds, and mixtures
Chemical symbols (sodium, chlorine, hydrogen,
oxygen, carbon, nitrogen) represent elements;
Chemical formulas (salt, water, simple sugar/glucose,
oxygen gas, carbon dioxide, and nitrogen gas)
represent compounds; Identify elements and number
of atoms in a formula; Subscripts; Organization of
elements using the periodic table; Using a periodic
table find examples of metals and nonmetals; Identify
periods (rows) and families/groups (columns); Atomic
number; Compare physical properties of metals
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Unit
Days
Standard/
Indicator
Major Topics/Concepts
(luster, conductors, malleable, ductile, high density)
and nonmetals (dull, nonconductors, brittle); Identify
objects as metals or nonmetals
Chemical
Equations and
Conservation of
Matter
(Days 26-31)
6 Days
Physical and
Chemical
Properties and
Changes
(Days 32-37)
6 Days
7-5.9
7-5.10
Acids and Bases
(Days 38-41)
4 Days
7-5.6
Days 42-43
Scientific Inquiry
(Days 44-54)
Identify reactants and products in chemical equations;
Explain how chemical equations illustrate the Law of
Conservation of matter; Balanced chemical equations;
Coefficients
7-5.7
7-5.8
Physical properties (melting point, boiling point,
density, color); Chemical properties (ability to burn,
ability to rust); Classify properties as physical or
chemical; Physical vs. Chemical changes; Physical
changes (change in state, change in size or shape);
Sublimation; Evidence of chemical changes (color
change, temperature change, precipitate, gas
formation)
Distinguish between acids, bases, and neutral
solutions; pH scale; use of pH indicators (litmus paper,
phenolphthalein, pH paper); Identify solutions as acids
or bases based on properties of solutions
Review/1st Benchmark (covering all content through day 41)
11 Days
Procedures for proper use of a compound microscope;
Parts of microscope (eyepiece, coarse adjustment
knob/focus, fine adjustment knob/focus, objective
lenses, stage, stage clips, diaphragm, light source,
arm, base); Safe use of microscope; Generate testable
questions; Identify experimental variables from the
questions; Dependent vs. Independent variables;
Hypotheses; Use of one independent variable;
Qualitative vs. Quantitative data; Scientific
observation; Inference; Steps of a controlled scientific
investigation; Reasons for controlling variables;
Controlled variables; Control group; Steps of the
technological design process; Trade-offs of
solutions/products; Match solutions/products to
specific need/problem; Scientific model; Importance of
repeated trials and sample sizes to ensure validity;
Reasons for varied results/error; Use graphs, tables,
and charts to explain the relationship between
independent and dependent variables; Correct
placement of variables and use of appropriate
increments for graphs; Determine appropriateness of
conclusion for specific investigation; Use correct safety
procedures
7-1.1
7-1.2
7-1.3
7-1.4
7-1.5
7-1.6
7-1.7
Eleven days are allowed to provide time for inquiry
concepts to be embedded and reinforced through
actual experimentation during the next four units.
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Unit
Days
Standard/
Indicator
Major Topics/Concepts
Structures and functions of cell structures (cell
membrane, cytoplasm, nucleus, vacuole, chloroplasts,
mitochondria, cell wall); Organelles; Diffusion;
Osmosis; DNA; Chlorophyll; Cellulose; Distinguish
between plant and animal cells
Classification of bacteria in Kingdom Monera; Types of
bacteria (spiral, bacillus, coccus); Classification of
protists in Kingdom Protista; Similarities and
differences among protists; Compare food gathering
and locomotion of euglena, paramecium, and amoeba;
Flagella; Cilia; Pseudopodia
Comparing Plant
and Animal Cells
(Days 55-62)
8 Days
7-2.1
7-2.2
Bacteria,
Protists, and
Viruses
(Days 63-67)
5 Days
7-2.3
Cell Processes
(Days 68-71)
4 Days
7-2.4
Genes and
Heredity
(Days 72-84)
13 Days
7-2.5
7-2.6
7-2.7
Days 85-86
Review/2nd Benchmark (covering content from day 1-84)
Scientific Inquiry
(Days 87-92)
Human Body
Organization,
Support, and
Protection
(Days 93-101)
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Introduce basic structure and characteristics of viruses
to build knowledge base for 7-3.4. This information
will not be assessed.
6 Days
9 Days
Functions and impact of processes on survival of the
cell; Photosynthesis; Respiration; Mitosis; Waste
elimination; Photosynthesis vs. Respiration
Passing genetic information (DNA) from parents to
offspring; Genes; Chromosomes; Inherited traits;
Genotype vs. Phenotype; Dominant vs. Recessive
traits; Heredity; Sex cells (sperm, egg); Allele; Use
Punnett squares for monohybrid crosses; Purebred;
Hybrid; Determine ratio or probability of trait
inheritance using Punnett squares; Inherited vs.
Acquired traits; Environmental factors (temperature,
nutrients, injuries, disease, sun exposure, living
conditions) and how they influence physical
characteristics of organisms
Same description as the previous sections for Scientific
Inquiry
7-1.1
7-1.2
7-1.3
7-1.4
7-1.5
7-1.6
7-1.7
Six days are allowed to provide time for inquiry
concepts to be embedded and reinforced through
actual experimentation during the next six units.
Overview of structural organization (cells  tissues 
organs  systems  organism); Cells (blood, bone,
nerve/neurons); Tissues (nerve, muscle, epithelial,
connective); Organs (heart, lungs, stomach); Systems
(skeletal, muscular, integumentary, respiratory,
circulatory, digestive, excretory, nervous, endocrine,
immune, reproductive); Identify/recognize major
organs and functions of the skeletal, muscular, and
integumentary systems and explain how these systems
interact in the human body
7-3.1
7-3.2
7-3.3
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Days
Standard/
Indicator
5 days
7-3.2
7-3.3
Identify/recognize major organs and functions of the
respiratory and circulatory systems and explain how
these systems interact in the human body
5 Days
7-3.2
7-3.3
Identify/recognize major organs and functions of the
digestive and excretory systems and explain how these
systems interact in the human body
Nervous System
(Days 112-114)
3 Days
7-3.2
7-3.3
Infectious and
Noninfectious
Diseases
(Days 115-122)
8 Days
7-3.4
Ecosystem
Organization and
Energy Flow
(Days 123-130)
8 Days
7-4.1
7-4.2
Unit
Respiratory and
Circulatory
Systems
(Days 102-106)
Digestive and
Excretory
Systems
(Days 107-111)
Major Topics/Concepts
Identify/recognize major organs and functions of the
nervous system and explain how it interacts with other
systems in the human body
Effects of disease on major organs and systems;
Cause, characteristics, and impact of infectious
diseases (colds, influenza, athlete’s foot, AIDS, Strep
throat); Pathogens; Immune system; Cause,
characteristics, and impact of noninfectious diseases
(diabetes, Parkinson’s, skin cancer, asthma)
Characteristics of levels of organization in the living
world (organism  population  community 
ecosystem  biome); Habitat; Niche; Energy
roles/trophic levels (producer, consumer,
decomposer); Energy flow through food chains and
food webs; Energy pyramids
This unit will not be assessed on the 3rd benchmark
since it begins a new standard (7-4).
Days 131-133
Review/3rd Benchmark (covering content from day 1-122)
Natural Hazards
(Days 134-138)
5 Days
7-4.3
Soil Quality
(Days 139-144)
6 Days
7-4.4
Water
(Days 145-150)
6 Days
7-4.5
Renewable and
Nonrenewable
Resources
(Days 151-155)
5 Days
7-4.6
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Ways natural hazards, changes in populations, and
limiting factors impact the environment and lead to
competition; Natural hazards (landslides, wildfires,
floods); Population changes (immigration, emigration,
births, deaths) impact on population density; Limiting
factors (climate, food, water, space, shelter); Carrying
capacity
Soil as a valuable abiotic factor; Properties of soil that
determine soil quality (soil profile, composition, pH,
texture, particle size, permeability); Horizons; Humus;
Sand; Loam; Sandy clay loam; Silt loam; Clay; Gravel
Location of water (surface, ground); How water
moves; Water as a valuable abiotic factor; Runoff;
Zone of aeration; Zone of saturation; Water table;
Aquifers; watershed/drainage basin; Divide;
Importance of groundwater and surface-water to
ecosystems and human activities; Floodplain; Delta
Natural resources; Renewable resources (air, water,
soil, trees, animals, solar energy); Nonrenewable
resources (fossil fuels- coal, oil and natural gas);
Depletion of natural resources and the importance of
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Unit
Days 156-160
Days 161-165
Days 165-180
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Days
Standard/
Indicator
Major Topics/Concepts
conservation measures; Human involvement in
conservation of natural resources (reducing, reusing,
recycling, protecting)
Review/Optional Comprehensive Benchmark
(covering all content objectives)
PASS Testing
Review/Enrichment/Special Projects
5
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