Grade 7—Tennessee Science Standards correlated to
Glencoe Tennessee Science Grade 7
Grade 7: Inquiry
Conceptual Strand
Understandings about scientific inquiry and the ability to conduct inquiry are essential for living
in the 21st century.
Guiding Question
What tools, skills, knowledge, and dispositions are needed to conduct scientific inquiry?
Grade Level Expectations
Page Numbers
GLE 0707.Inq.1 Design and conduct open-ended scientific
investigations.
8, 14–21, 62–63, 124–125, 158–159, 194–195, 224–225,
252–253, 318–319, 416–417, 444–445, 472–473
GLE 0707.Inq.2 Use appropriate tools and techniques to
gather, organize, analyze, and interpret data.
7, 10, 14–22, 25, 33, 34–35, 43, 46, 52, 56, 62–63, 71, 77,
81, 86, 92–93, 101, 109, 115, 123, 124–125, 133, 139, 153,
157, 158–159, 166–167, 173, 179, 181, 189, 194–195, 203,
205, 212, 220, 224–225, 233, 236, 241, 244, 252–253, 260–
261, 267, 273, 282, 289, 290–291, 299, 302, 307, 313, 318–
319, 327, 329, 338, 343, 350–351, 359, 362, 369, 377, 382–
383, 390–391, 397, 401, 407, 409, 416–417, 425, 429, 431,
442, 444–445, 453, 457, 464, 466, 472–473, 480–481, 484–
492
GLE 0707.Inq.3 Synthesize information to determine cause
and effect relationships between evidence and explanations.
14, 16, 34–35, 86, 92–93, 158–159, 224–225, 377, 457, 492
GLE 0707.Inq.4 Recognize possible sources of bias and
error, alternative explanations, and questions for further
exploration.
29–32, 33, 34–35, 290–291, 307, 390–391, 416–417, 480–
481, 492
GLE 0707.Inq.5 Communicate scientific understanding
using descriptions, explanations, and models.
14, 23–28, 29–32, 33, 34–35, 52, 62–63, 86, 92–93, 123,
124–125, 158–159, 181, 194–195, 212, 224–225, 241, 252–
253, 289, 290–291, 318–319, 343, 350–351, 377, 382–383,
390–391, 409, 416–417, 431, 444–445, 464, 472–473, 480–
481, 492
Checks for Understanding
Page Numbers
0707.Inq.1 Design and conduct an open-ended scientific
investigation to answer a question that includes a control and
appropriate variables.
20, 33, 92–93, 158–159, 224–225, 416–417, 431, 488
0707.Inq.2 Identify tools and techniques needed to gather,
organize, analyze, and interpret data collected from a
moderately complex scientific investigation.
62–63, 158–159, 224–225, 252–253, 260–261, 382–383,
416–417, 444–445, 480–481
Page 1 of 11
0707.Inq.3 Use evidence from a dataset to determine cause
and effect relationships that explain a phenomenon.
34–35, 86, 92–93, 158–159, 224–225, 377
0707.Inq.4 Review an experimental design to determine
possible sources of bias or error, state alternative
explanations, and identify questions for further investigation.
33, 34–35, 290–291, 307, 390–391, 416–417, 480–481, 492
0707.Inq.5 Design a method to explain the results of an
investigation using descriptions, explanations, or models.
14, 23–28, 29–32, 33, 34–35, 52, 62–63, 86, 92–93, 123,
124–125, 158–159, 181, 194–195, 212, 224–225, 241, 252–
253, 289, 290–291, 318–319, 343, 350–351, 377, 382–383,
390–391, 409, 416–417, 431, 444–445, 464, 472–473, 480–
481, 492
State Performance Indicators
Page Numbers
SPI 0707.Inq.1 Design a simple experimental procedure
with an identified control and appropriate variables.
20, 33, 224–225, 416–417, 431, 488
SPI 0707.Inq.2 Select tools and procedures needed to
conduct a moderately complex experiment.
62–63, 158–159, 224–225, 252–253, 260–261, 382–383,
416–417, 444–445, 480–481
SPI 0707.Inq.3 Interpret and translate data into a table,
graph, or diagram.
34–35, 157, 158–159, 212, 224–225, 289, 377. 444–445
SPI 0707.Inq.4 Draw a conclusion that establishes a cause
and effect relationship supported by evidence.
14, 16, 34–35, 86, 92–93, 158–159, 224–225, 377, 457, 492
SPI 0707.Inq.5 Identify a faulty interpretation of data that is
due to bias or experimental error.
33, 34–35, 416–417, 480–481
Grade 7: Technology & Engineering
Conceptual Strand
Society benefits when engineers apply scientific discoveries to design materials and processes that
develop into enabling technologies.
Guiding Question
How do science concepts, engineering skills, and applications of technology improve the quality of life?
Grade Level Expectations
Page Numbers
GLE 0707.T/E.1 Explore how technology responds to
social, political, and economic needs.
13, 53, 56, 64, 126, 210, 226, 245, 249, 251, 394, 446
Page 2 of 11
GLE 0707.T/E.2 Know that the engineering design process
involves an ongoing series of events that incorporate design
constraints, model building, testing, evaluating, modifying,
and retesting.
151, 166–167, 260–261, 480–481
GLE 0707.T/E.3 Compare the intended benefits with the
unintended consequences of a new technology.
418
GLE 0707.T/E.4 Describe and explain adaptive and assistive
bioengineered products.
36, 446
See ONLINE STUDENT CENTER under textbook
resources for adaptive and assistive products.
http://glencoe.mcgrawhill.com/sites/0078901359/student_view0/additional_inform
ation_for_adaptive_and_assistive_technology.html
Checks for Understanding
Page Numbers
0707.T/E.1 Use appropriate tools to test for strength,
hardness, and flexibility of materials.
272, 273, 290–291
0707.T/E.2 Apply the engineering design process to
construct a prototype that meets certain specifications.
166–167, 382–383, 444–445, 480–481
0707.T/E.3 Explore how the unintended consequences of
new technologies can impact society.
226, 249–251
0707.T/E.4 Research bioengineering technologies that
advance health and contribute to improvements in our daily
lives.
90, 191, 226, 249, 251, 254, 446
State Performance Indicators
Page Numbers
SPI 0707.T/E.1 Identify the tools and procedures needed to
test the design features of a prototype.
382–383, 480–481
SPI 0707.T/E.2 Evaluate a protocol to determine if the
engineering design process was successfully applied.
166–167, 382–383, 480–481
SPI 0707.T/E.3 Distinguish between the intended benefits
and the unintended consequences of a new technology.
226, 249–251, 418
SPI 0707.T/E.4 Differentiate between adaptive and assistive
bioengineered products (e.g., food, biofuels, medicines,
integrated pest management).
226, 446
Page 3 of 11
Grade 7 : Standard 1 – Cells
Conceptual Strand 1
All living things are made of cells that perform functions necessary for life.
Guiding Question 1
How are plant and animals cells organized to carry on the processes of life?
Grade Level Expectations
Page Numbers
GLE 0707.1.1 Make observations and describe the structure
and function of organelles found in plant and animal cells.
44–49, 51–53, 65–69, 80, 82–85, 88–89, 95–96, 102–104,
108, 111, 113–118, 128–132, 134, 137, 144–145, 156, 208,
230
GLE 0707.1.2 Summarize how the different levels of
organization are integrated within living systems.
51, 66–69, 113–118, 134–137, 144–145, 156, 208, 230
GLE 0707.1.3 Describe the function of different organ
systems and how collectively they enable complex
multicellular organisms to survive.
11, 44, 69, 113–118, 137, 144–147, 154, 156, 162–165
GLE 0707.1.4 Illustrate how cell division occurs in
sequential stages to maintain the chromosome number of a
species.
174–177, 180–187, 198–200
GLE 0707.1.5 Observe and explain how materials move
through simple diffusion.
71, 80–86, 96–98, 196
Checks for Understanding
Page Numbers
0707.1.1 Examine and describe plant and animal cells
using compound microscopes.
52–53, 56–57, 66–67, 181
0707.1.2 Identify the function of the major plant and
animal cellular organelles.
44–49, 51, 66, 99, 103, 107, 134
0707.1.3 Make a Venn diagram to compare the structures
and functions of an animal cell with a city or school.
Content: 44–51
Rubric for Venn diagram: Performance Assessment in the
Science Classroom, p. 165
0707.1.4 Build a 3-D model of a cell.
67, 166–167
Page 4 of 11
0707.1.5 Construct a poster that illustrates the hierarchy
among cells, tissues, organs, organ systems, and organisms.
67
0707.1.6 Describe the function of different organ systems.
113–118, 138–140, 144, 147, 154, 156, 162–165
0707.1.7 Explain how different organ systems interact to
enable complex multicellular organisms to survive.
113–118, 138–140, 144, 147, 154, 156, 162–165
0707.1.8 Apply the idea of the division of labor to explain
why living things are organized into cells, tissues, organs,
and organ systems.
51
0707.1.9 Model the movement of chromosomes during
plant cell division.
179, 181
0707.1.10 Design a demonstration that illustrates how
materials move across a semi-permeable membrane by
simple diffusion.
71, 86, 97
State Performance Indicators
Page Numbers
SPI 0707.1.1 Identify and describe the function of the major
plant and animal cell organelles.
44–49, 51–52, 66, 80, 84–85, 99, 104, 134
SPI 0707.1.2 Interpret a chart to explain the integrated
relationships that exist among cells, tissues, organs, and
organ systems.
67
SPI 0707.1.3 Explain the basic functions of a major organ
system.
44, 113–118, 138–140, 144, 147, 154, 156, 162–165
SPI 0707.1.4 Sequence a series of diagrams that depict
chromosome movement during plant cell division.
179, 181
SPI 0707.1.5 Explain how materials move through simple
diffusion.
71, 80–86, 96–98, 196
Grade 7 : Standard 3 – Flow of Matter and Energy
Conceptual Strand 3
Matter and energy flow through the biosphere.
Page 5 of 11
Guiding Question 3
What scientific information explains how matter and energy flow through the biosphere?
Grade Level Expectations
Page Numbers
GLE 0707.3.1 Distinguish between the basic features of
photosynthesis and respiration.
48, 87–93, 95–96, 99
GLE 0707.3.2 Investigate the exchange of oxygen and
carbon dioxide between living things and the environment.
48, 87–93, 99, 103–104
Checks for Understanding
Page Numbers
0707.3.1 Associate the fundamental processes of
photosynthesis and respiration with appropriate cell
structures.
48, 88–89, 99
0707.3.2 Examine and identify the chloroplasts in a leaf
cell.
48
0707.3.3 Identify the materials used by plants to make
food.
48, 87–88, 99
0707.3.4 Create a chart that compares the reactants and
products of photosynthesis and respiration.
95
0707.3.5 Model the pathways of water, oxygen, and
carbon dioxide through a plant.
Content: 87–91
Rubric for models: Performance Assessment in the Science
Classroom, p. 121
0707.3.6 Describe the movement of oxygen and carbon
dioxide between living things and the environment.
48, 81, 88–93, 97, 99
0707.3.7 Describe structures that animals use to obtain
oxygen.
48, 117
State Performance Indicators
Page Numbers
SPI 0707.3.1 Compare the chemical compounds that make
up the reactants and products of photosynthesis and
respiration.
87, 91–92, 96–99
SPI 0707.3.2 Interpret a diagram to explain how oxygen and
carbon dioxide are exchanged between living things and the
environment.
91, 97
Grade 7 : Standard 4 – Heredity
Page 6 of 11
Conceptual Strand 4
Plants and animals reproduce and transmit hereditary information between generations.
Guiding Question 4
What are the principal mechanisms by which living things reproduce and transmit information between
parents and offspring?
Grade Level Expectations
Page Numbers
GLE 0707.4.1 Compare and contrast the fundamental
features of sexual and asexual reproduction.
137–138, 172, 174, 176–180, 182–183, 187, 197–198, 201,
204–205, 207–208, 211, 213–215, 228, 230
GLE 0707.4.2 Demonstrate an understanding of sexual
reproduction in flowering plants.
131, 204–207, 213, 217–221, 228–231
GLE 0707.4.3 Explain the relationship among genes,
chromosomes, and inherited traits.
175, 178, 188, 190, 192–195, 198–199, 201, 234, 240, 242–
248, 256–259
GLE 0707.4.4 Predict the probable appearance of offspring
based on the genetic characteristics of the parents.
234–248, 257
Checks for Understanding
Page Numbers
0707.4.1 Classify organisms according to whether they
reproduce sexually or asexually.
137–139, 179–180, 182–183, 198–202, 204–211, 213–219,
228–231
0707.4.2 Label and explain the function of the
reproductive parts of a flower.
217–219, 223, 228–229, 231
0707.4.3 Describe various methods of plant pollination.
209–211, 213–219, 228–231
0707.4.4 Investigate the relationship among DNA, genes,
and chromosomes.
193, 198–201, 256–257
0707.4.5 Explain the differences between dominant and
recessive traits.
195, 236, 238–241, 246–247, 256–259
0707.4.6 Use a Punnett square to predict the genotypes of
offspring resulting from a monohybrid cross.
239–241, 243, 256–259
State Performance Indicators
Page Numbers
Page 7 of 11
SPI 0707.4.1 Classify methods of reproduction as sexual or
asexual.
137–138, 172, 174, 176–180, 182–183, 187, 197–198, 201,
204–205, 207–208, 211, 213–215, 228, 230
SPI 0707.4.2 Match flower parts with their reproductive
functions.
131, 204–207, 213, 217–221, 228–231
SPI 0707.4.3 Describe the relationship among genes,
chromosomes, and inherited traits.
175, 178, 188, 190, 192–195, 198–199, 201, 234, 240, 242–
248, 256–259
SPI 0707.4.4 Interpret a Punnett square to predict possible
genetic combinations passed from parents to offspring
during sexual reproduction.
239–241, 243, 256–259
Grade 7 : Standard 7 – The Earth
Conceptual Strand 7
Major geologic events that occur over eons or brief moments in time continually shape and reshape the
surface of the Earth, resulting in continuous global change.
Guiding Question 7
How is the earth affected by long-term and short term geological cycles and the influence of man?
Grade Level Expectations
Page Numbers
GLE 0707.7.1 Describe the physical properties of minerals.
269–272, 276, 290–291
GLE 0707.7.2 Summarize the basic events that occur during
the rock cycle.
287–288
GLE 0707.7.3 Analyze the characteristics of the earth’s
layers and the location of the major plates.
308–311, 314, 315, 318–319, 345, 344–349
GLE 0707.7.4 Explain how earthquakes, mountain building,
volcanoes, and sea floor spreading are associated with
movements of the earth’s major plates.
304–307, 308–313, 315–320, 328–329, 337, 344–349
GLE 0707.7.5 Differentiate between renewable and
nonrenewable resources in terms of their use by man.
360–367
GLE 0707.7.6 Evaluate how human activities affect the
earth’s land, oceans, and atmosphere.
50, 110, 121, 158–159, 264, 368–377, 394
Checks for Understanding
Page Numbers
Page 8 of 11
0707.7.1 Organize and explain information about the
properties of minerals and their uses.
269–273, 290–292
0707.7.2 Label a diagram that depicts the major processes
of the rock cycle.
289
0707.7.3 Distinguish among sedimentary, igneous, and
metamorphic rocks and relate these to a simple diagram of
the rock cycle.
267, 277–288
0707.7.4 Recognize that the earth’s layers have different
thickness, states of matter, densities, and chemical makeup.
277–287, 304, 306, 308, 313–315
0707.7.5 Analyze the relationship between plate
movements and areas of earthquake activity.
328–330, 344, 347–352
0707.7.6 Analyze the relationship between plate
movements and mountain building.
314, 315
0707.7.7 Analyze the relationship between plate
movements, volcanoes, and sea floor spreading.
304–307, 337–339, 342–346, 349
0707.7.8 Determine the impact of man’s use of renewable
and nonrenewable resources on future supplies.
363, 378–383, 390–391, 394
0707.7.9 Evaluate how human activities affect the
condition of the earth’s land, water, and atmosphere.
110, 121, 158–159, 264, 369, 372, 377, 384, 394
State Performance Indicators
Page Numbers
SPI 0707.7.1 Use a table of physical properties to classify
minerals.
290–291, 528–529
SPI 0707.7.2 Label a diagram that depicts the three different
rock types.
267, 293
SPI 0707.7.3 Identify the major processes that drive the rock
cycle.
284, 287–288
SPI 0707.7.4 Differentiate among the characteristics of the
earth’s three layers.
348, 349
SPI 0707.7.5 Recognize that lithospheric plates on the scale
of continents and oceans continually move at rates of
centimeters per year.
265, 300–303, 413
Page 9 of 11
SPI 0707.7.6 Describe the relationship between plate
movements and earthquakes, mountain building, volcanoes,
and sea floor spreading.
263, 265, 304–311, 319, 328–329, 337, 339, 342–347, 349
SPI 0707.7.7 Analyze and evaluate the impact of man’s use
of earth’s land, water, and atmospheric resources.
76, 110, 121, 158–159, 369, 370–372, 375–377, 394
Grade 7 : Standard 11 – Motion
Conceptual Strand 11
Objects move in ways that can be observed, described, predicted, and measured.
Guiding Question 11
What causes objects to move differently under different circumstances?
Grade Level Expectations
Page Numbers
GLE 0707.11.1 Identify six types of simple machines.
432–433, 435–443
GLE 0707.11.2 Apply the equation for work in experiments
with simple machines to determine the amount of force
needed to do work.
426, 428–430, 480–481
GLE 0707.11.3 Distinguish between speed and velocity.
399, 401
GLE 0707.11.4 Investigate how Newton’s laws of motion
explain an object’s movement.
410–417
GLE 0707.11.5 Compare and contrast the basic parts of a
wave.
454–458, 459–464
GLE 0707.11.6 Investigate the types and fundamental
properties of waves.
454–458, 459–464, 471–474
Checks for Understanding
Page Numbers
0707.11.1 Compare the six types of simple machines.
437–443
0707.11.2 Complete an investigation to determine how
machines reduce the amount of force needed to do work.
425, 442, 444–445, 480–481
Page 10 of 11
0707.11.3 Summarize the difference between the speed and 399, 401
velocity based on the distance and amount of time traveled.
0707.11.4 Recognize how a net force impacts an object’s
motion.
397, 404
0707.11.5 Create a graphic organizer to illustrate and
describe the basic parts of a wave.
475
0707.11.6 Compare how transverse and longitudinal waves 456, 457, 464
are produced and transmitted.
State Performance Indicators
Page Numbers
SPI 0707.11.1 Differentiate between the six simple
machines.
437–443
SPI 0707.11.2 Determine the amount of force needed to do
work using different simple machines.
432–438, 440, 480–481
SPI 0707.11.3 Apply proper equations to solve basic
problems pertaining to distance, time, speed, and velocity.
398–401
SPI 0707.11.4 Identify and explain how Newton’s laws of
motion relate to the movement of objects.
410–417
SPI 0707.11.5 Compare and contrast the different parts of a
wave.
454–458, 459–463
SPI 0707.11.6 Differentiate between transverse and
longitudinal waves in terms of how they are produced and
transmitted.
456, 457, 464
Page 11 of 11