7th Grade Science Curriculum Regular and Pre-AP
Year at a Glance
2015-2016
1st Grading Period
1 wk.
Unit 1: Capturing Kids Hearts and Safety in a Science
Lab
 Target Process TEKS: 1A (safe practice), 4A
(microscopes, microscope slides), Bio4B (preventative
& emergency safety equipment)
2nd Grading Period
3 wks.
Subunit 3- Diversity
 Explain Variations within Populations (TEKS 7.11B)
 Compare external features that enhance survival
 Compare behaviors that enhance survival
Migration / Hibernation
 Compare physiologies that enhance survival
Storage of food in a plant bulb
 Natural Selection (TEKS 7.11C*)
 Target Process TEKS: 1A, 2B (implement comparative
and descriptive investigations…by making
observations…use appropriate equipment), 2C (collect
data), 2E (formulate reasonable explanations), 3A
(critical thinking), 4A (computers, digital cameras,
journals/notebooks)
4 wks.
Unit 3: Ecological Impacts
 Catastrophic Events (TEKS 7.8A)
 predict/describe how floods, hurricanes, & tornadoes
impact ecosystems
 Weathering, Erosion, Deposition (TEKS 7.8B)
 analyze effects on the environment within Texas
ecoregions
 Groundwater and Surface Water (TEKS 7.8C*)
 model effects of human activity on groundwater and
surface water within a watershed
 Ecological Succession (TEKS 7.10C*)
 observe, record, and describe the role of ecological
succession in microhabitats
garden with weeds
 Review Gravity (TEKS 6.11B*)
 Target Process TEKS: 2E, 3A, 3B (model what would
happen if human pollute a water source as it flows
through the watershed), 3C (limitations of model), 4A
(beakers, graduated cylinders, test tubes, timing devices,
metric rulers, temperature and pH probes, water test
kits)
1 wk.
Review and Midterm (CBA#1)
Process Skills will be taught throughout the year
Unit 2: Existence of Life and Ecosystems
3 wks.
4 wks.
Subunit 1- Life
 Analyze What Allows Life to Exist (TEKS 7.9A)
 Sun’s proximity, water, composition of atmosphere
 Manned Space Exploration (TEKS 7.9B)
 Identify necessary accommodations for space flight
 Review Gravity (TEKS 6.11B*)
Subunit 2- Ecosystems
 Microhabitats in schools and biomes (TEKS 7.10A)
 Biodiversity contributes to sustainability (TEKS
7.10B*)
 Examine & Identify Organisms Using Dichotomous
Keys (TEKS 7.11A*)
 Insects or Plant Leaves
 Organic Compounds in Ecosystems (TEKS 7.6A*)
 Carbon, Hydrogen, Oxygen, Nitrogen, Phosphorus,
Sulfur (CHONPS)
 Demonstrate/Explain the Cycling of Matter within
Living Systems (TEKS 7.5B)
 decay of biomass in a compost bin
 Review Energy Transformations (TEKS 6.9C*)
 Photosynthesis: Radiant energy  chemical energy
(TEKS 7.5A)
 Diagram the Flow of Energy through Living Systems
 food chains, food webs, and energy pyramids
(TEKS 7.5C)
 Target Process TEKS: 1A (safe practices in field
investigations), 2.CE (collect and analyze data), 3.D
(history/scientists of NASA), 4.A (hand lens, collecting
nets, insect traps, computers, globes, journals or
notebooks)
3rd Grading Period
4th Grading Period
Unit 4: Structure and Function of Organisms
2 wks.
3 wks.
Subunit 1 – Cells
 Cell Theory (TEKS 7.12F*)
 Levels of Organization (TEKS 7.12C)
 Review Characteristics of Organisms (TEKS 6.12D*)
 Prokaryotic vs. Eukaryotic; Auto- vs. Heterotrophic
 Differentiate Between Structure & Function in Plant/
Animal Cell Organelles, (TEKS 7.12D*)
 Compare Functions of Cell to Functions of Organism
(7.12E, 7.12F)
 Ex. waste removal, extracting energy from food
 Investigate & Explain Adaptations that Allow Specific
Functions. (TEKS 7.12A)
 gills in fish; hollow bones in birds; xylem in plants
 Target Process TEKS: 2B-E, 3B (plant and animal cell
models), 3C (advantages/limitations), 3D (history &
scientists), 4A (life science models, microscopes,
microscope slides)
Subunit 2 – Plant Structure, Function, Processes, and
Responses
 Review Chloroplasts (TEKS 7.12D)
 Review Photosynthesis: Radiant energy  chemical
energy (TEKS 7.5A)
 Investigate & Explain Adaptations that Allow Specific
Functions. (TEKS 7.12A)
 xylem in plants
 Investigate How Organisms Respond to External
Stimuli (7.13A)
 Plants: Phototropism, Hydrotropism,
Thigmotropism
 Describe How Organisms Respond to Internal Stimuli
to Maintain Balance (7.13B)
 Plants: Wilting
 Demonstrate and Illustrate Forces that Affect Motion
in Everyday Life (TEKS 7.7C)
 Emergence of Seedlings
 Turgor Pressure in Plant Cells
 Geotropism/Gravitropism
 Target Process TEKS: 4A (life science models,
microscopes, microscope slides)
Unit 5: Human Body
1.5 wks.
Subunit 1 - Integumentary, Skeletal, Muscular Systems
(functions) (TEKS, 7.12B*)
 Integumentary: Waste Removal (TEKS 7.12E)
 Protect against infection, injury, and UV radiation
 Regulate body temperature
 Skeletal Adaptations: Hollow Bones in Birds (TEKS
7.12A)
 Muscular: Contrast Work Situations: All require Force/
not all Produce Work (TEKS 7.7A*)
 Move box--with ramp / without; standing still
 Review Potential and Kinetic Energy (TEKS 6.8A*)
1 wk.
Subunit 2 - Nervous System (functions) (TEKS 7.12B*)
 Responding to external stimuli to maintain balance
(TEKS 7.13A)
fight or flight response
 Responding to Internal stimuli to maintain balance
(7.13B)
 vomiting / fever
1 wk.
Subunit 3 - Circulatory and Respiratory Systems
(functions) (TEKS 7.12A, 7.12B*)
 Gills in fish exchange oxygen/CO2 (TEKS 7.12A)
 Flow of Blood to Review Speed (TEKS 6.8C*)
 CPR Instruction-hands only-compression (HB 897)
1 wk.
STAAR
2.5 wks.
Subunit 4 - Digestive and Excretory Systems (functions)
(TEKS 7.12B*)
 Review Elements and Compounds (TEKS 6.5C*)
 Review Organic Compounds (TEKS 7.6A*)
 Physical/ Chemical Changes in Matter in the Digestive
System (TEKS 7.6B*)
 Breakdown of Molecules (TEKS 7.6C)
 Carbohydrates  Simple Sugars (Glucose)
 Proteins  Amino Acids
 Energy Transformation within an Organism (TEKS 7.7B)
 Chemical Energy Heat and Thermal Energy
 Digestion: extracting energy from food (TEKS 7.12F)
1 wk.
4 wks.
1 wk.
Subunit 3 - Genetics
 Define heredity; DNA Found in genes within
chromosomes in nucleus (TEKS 7.14A, 7.14C*)
 Asexual Reproduction/Uniform offspring vs.
Sexual Reproduction/Diverse Offspring (TEKS 7.14B*)
 Natural Selection AND Selective Breeding cause
changes in traits over generations (TEKS 7.11C*)
 Galapagos Medium Ground Finch (Geospiza fortis)
 Domestic Animals
 Target Process TEKS:
Subunit 5 - Endocrine and Reproductive Systems
 (functions) (TEKS 7.12B*)
 Adrenal Gland-- Role in Fight or Flight Response
(ENRICHMENT)
 Target Process TEKS: 1A, 1B, 2A-E, 3A-C, 4A (life science
models, stereoscopes, computers), 4B
1 wk.
1 wk.
Review
Final Exam/ CBA #2
Flexible due to testing
* indicates Supporting Standard
Process Skills (8.1 – 8.4) are embedded throughout investigations.
Teachers will have to adjust time allotments to allow for lost teaching days due to testing or special campus activities. The order of topics may be rearranged
or integrated within a grading period, but topics shouldn’t flow into the next grading period.
Overview for Each Unit
Unit 1
When conducting laboratory and field investigations it is extremely important to follow safety procedures and use
environmentally appropriate and ethical practices.
Unit 2
There are characteristics of Earth and relationships to objects in our solar system that allow life to exist.
Relationships exist between organisms and their environment. Different environments support different living
organisms that are adapted to that region of Earth. Matter and energy are conserved throughout living systems.
Organic compounds are composed of carbon and other elements that are recycled due to chemical changes that
rearrange the elements for the particular needs of that living system. Radiant energy from the Sun drives much of the
flow of energy throughout living systems due to the process of photosynthesis in organisms described as producers.
Most consumers then depend on producers to meet their energy needs. Decomposers play an important role in
recycling matter.
Diversity is a result of changes in traits that sometimes occur in populations over many generations. One of the ways
changes can occur is through the process of natural selection.
Unit 3
Force, motion, and energy are observed the environment in several ways. Weather systems such as hurricanes, floods,
and tornadoes can shape and restructure the environment through the force and motion evident in them. Weathering,
erosion, and deposition occur in environments due to the forces of gravity, wind, ice, and water.
Unit 4
All living organisms are made up of smaller units called cells. All cells use energy, get rid of wastes, and contain genetic
material. Cells can organize into tissues, tissues into organs, and organs into organ systems. Living systems at all levels
of organization demonstrate the complementary nature of structure and function. Plant and animal cells have
specialized internal structures within them that allow them to obtain energy, get rid of wastes, grow, and reproduce in
different ways.
Plants are living organisms that have specialized internal structures within them that allow them to obtain energy, get
rid of wastes, grow, and reproduce. Force, motion, and energy are observed in living systems in several ways. Force and
motion can describe the direction and growth of seedlings, turgor pressure, and geotropism in plants.
Reproduction is a characteristic of all living organisms, including plants. Whether sexual or asexual, the instructions for
traits are governed in the genetic material that is found on genes within a chromosome from the parent.
Unit 5
All organisms obtain energy, get rid of wastes, grow, and reproduce. Our body systems function together to maintain
homeostasis and allow humans to carry out all the processes necessary for life. The integumentary system provides
protection and removes wastes, interactions between muscular and skeletal systems allow the body to apply forces and
transform energy both internally and externally, the nervous system responds to stimuli, circulatory and respiratory
deliver of oxygen and nutrients and get rid of wastes, digestive and excretory systems physically and chemically break
down food to extract nutrients and energy and excrete wastes, while endocrine and reproductive systems regulate
balance of chemicals and allow for continuation of the human species.