The content standards for 7th Grade Science are divided into three content strands and the six process standards are listed in their entirety at the end of this document. These standards are directly aligned to the Oklahoma PASS Standards for 7th Grade Science and should be used to guide instruction as a minimum set of competencies.
| Physical Science Unit | |
|---|---|
| CS1.0 | Properties and Physical Changes in Matter – Physical characteristics of objects can be described using shape, size, and mass whereas the materials from which objects are made can be described using color and texture. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: |
| CS1.1 | Matter has physical properties that can be measured (i.e., mass, volume, temperature, color, texture, and density). Physical changes of a substance do not alter the chemical nature of a substance (e.g., phase changes of water and/or sanding wood). |
| CS1.2 | A mixture of substances often can be separated into the original substance using one or more of the physical properties |
| Life Science Unit | |
| CS2.0 | Structure and Function in Living Systems – Living systems at all levels of organization demonstrated the complementary nature of structure and function. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: |
| CS2.1 | Living systems are organized by levels of complexity (i.e., cells, tissues, organs, and/or systems) |
| CS2.2 | Specialized structures perform specific functions at all levels of complexity (e.g., leaves on trees and wings on birds). |
| CS3.0 | Reproduction and Heredity – Reproduction is the process by which organisms give rise to offspring. Heredity is the passing on of traits to offspring. All organisms must be able to grow, reproduce, and maintain stable internal conditions while living in a constantly changing eternal environment. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: |
| CS3.1 | Characteristics of an organism result from inheritance and from interactions with the environment |
| CS3.2 | Reproduction is essential for species survival. Individual organisms with certain traits are more likely to survive and produce offspring. |
| CS4.0 | Behavior and Regulations – All organisms must be able to grow, reproduce, and maintain stable internal conditions while living in a constantly changing external environment. Behavioral response is a set of actions determined in part by heredity and in part by experience. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: |
| CS4.1 | Living organisms strive to maintain a constant internal environment (i.e., temperature regulation). |
| CS4.2 | Living organisms have physical and/or behavioral responses to external stimuli (e.g., hibernation, migration, plant growth). |
| Earth/Space Science Unit | |
| CS5.0 | Structures of the Earth System – The earth is mostly rock, three-fourths of its surface is covered by a relatively thin layer of water, and the entire planet is surrounded by a relatively thin blanket of air, and is able to support life. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: |
| CS5.1 | Global patterns of atmospheric movement influence local weather such as oceans’ effect on climate |
| CS5.2 | Clouds, formed by the condensation of water vapor, affect local weather and climate. |
| CS6.0 | Earth and the Solar System – The earth is the third planet from the sun in a system that includes the moon, the sun, eight other planets and their moons, and smaller objects, such as, asteroids and comets. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: |
| CS6.1 | Most objects in the solar system are in regular and predictable motion. Those motions explain such phenomena as the day, the year, phases of the moon, and eclipses |
| CS6.2 | Seasons result from variations in the amount of the sun’s energy hitting the surface, due to the tilt of the earth’s rotation on its axis and the length of the day. |
| Process Standards | |
| PS1.1 | Observe and measure – Observing is the first action taken by
the learner to acquire new information about an object, organism, or
event. Opportunities for observation are developed through the use of a
variety of scientific tools. Measurement allows observations to be
quantified. The student will accomplish these objectives to meet this
process standard. Identify qualitative and/or quantitative changes given conditions (e.g., temperature, mass, volume, time, position, length) before, during, and after an event. |
| PS1.2 | Use appropriate tools (e.g., metric rulers, graduated cylinders, thermometers, balances, spring scales, stopwatches) when measuring objects, organisms, and/or events. |
| PS1.3 | Use appropriate System International (SI) units (i.e., grams, meters, liters, degrees Celsius, and seconds); and SI prefixes (i.e., micro-, milli-, centi-, and kilo-) when measuring cells, organisms, populations, and ecosystems. |
| PS2.0 | Process Standard 2: Classify - Classifying establishes order. Organisms and events are classified based on similarities, differences, and interrelationships. The student will accomplish these objectives to meet this process standard. |
| PS2.1 | Using observable properties, place cells, organisms, and/or events into a biological classification system. |
| PS2.2 | Identify the properties by which a biological classification system is based. |
| PS3.0 | Process Standard 3: Experiment - Experimenting is a method of discovering information. It requires making observations and measurements to test ideas. The student will accomplish these objectives to meet this process standard. |
| PS3.1 | Evaluate the design of a biology laboratory investigation |
| PS3.2 | Identify the independent variables, dependent variables, and controls in an experiment. |
| PS3.3 | Identify a hypothesis for a given problem in biology investigations |
| PS3.4 | Recognize potential hazards and practice safety procedures in all biology activities. Identify the independent variables, dependent variables, and controls in an experiment. |
| PS3.5 | Recognize potential hazards and practice safety procedures in all biology activities. |
| PS4.0 | Process Standard 4: Interpret and Communicate - Interpreting is the process of recognizing patterns in collected data by making inferences, predictions, or conclusions. Communicating is the process of describing, recording, and reporting experimental procedures and results to others. Communication may be oral, written, or mathematical and includes organizing ideas, using appropriate vocabulary, graphs, other visual representations, and mathematical equations. The student will accomplish these objectives to meet this process standard. |
| PS4.1 | Select appropriate predictions based on previously observed patterns of evidence. |
| PS4.2 | Report data in an appropriate manner. |
| PS4.3 | Interpret data tables, line, bar, trend, and/or circle graphs. |
| PS4.4 | Accept or reject hypotheses when given results of a biological investigation. |
| PS4.5 | Evaluate experimental data to draw the most logical conclusion. |
| PS4.6 | Prepare a written report describing the sequence, results, and interpretation of a biological investigation or event. |
| PS4.7 | Communicate or defend scientific thinking that results in conclusions. |
| PS4.8 | Identify and/or create an appropriate graph or chart from collected data, tables, or written description (e.g., population studies, plant growth, and heart rate). |
| PS5.0 | Process Standard 5: Model - Modeling is the active process of forming a mental or physical representation from data, patterns, or relationships to facilitate understanding and enhance prediction. The student will accomplish these objectives to meet this process standard. |
| PS5.1 | Interpret a biological model, which explains a given set of observations. |
| PS5.2 | Select predictions based on models such as pedigrees, life cycles, energy pyramids. |
| PS5.3 | Compare a given model to the living world. (i.e. cells as a city model). |
| PS6.0 | Process Skill 6: Inquiry - Inquiry can be defined as the skills necessary to carry out the process of scientific or systemic thinking. In order for inquiry to occur, the student must have the opportunity to ask a question, formulate a procedure, and observe phenomena. The student will accomplish these objectives to meet this process standard. |
| PS6.1 | Formulate a testable hypothesis and design an appropriate experiment relating to the living world. |
| PS6.2 | Design and conduct biological investigations in which variables are identified and controlled. |
| PS6.3 | Use a variety of technologies, such as hand tools, microscopes, measuring instruments, and computers to collect, analyze, and display data. |
| PS6.4 | Inquiries should lead to the formulation of explanations or models (physical, conceptual, and mathematical). In answering questions, students should engage in discussions (based on scientific knowledge, the use of logic, and evidence from the investigation) and arguments that encourage the revision of their explanations, leading to further inquiry. |